2.7 article dec 2016 edition register journal vol 9 no 2

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Let the Game Begin: Ergodic as an Approach for Video Game Translation

SF. Lukfianka Sanjaya Purnama, IAIN Surakarta [email protected]

SF. Luthfie Arguby Purnomo, Dyah Nugrahani

ABSTRACT

This paper attempts to propose ergodic as an approach for video game translation. The word

approach here refers to an approach for translation products and to an approach for the

translation process. The steps to formulate ergodic as an approach are first, Aarseth’sergodic

literature is reviewed to elicit a basis for comprehension toward its relationship with video games

and video game translation Secondly, taking the translation of Electronic Arts’Need for Speed:

Own the City, Midway’s Mortal Kombat: Unchained, and Konami’s Metal Gear Solid, ergodic

based approach for video game translation is formulated. The formulation signifies that ergodic, as

an approach for video game translation, revolves around the treatment of video games as a

cybertext from which scriptons, textons, and traversal functions as the configurative mechanism

influence the selection of translation strategies and the transferability of variables and traversal

function, game aesthetics, and ludus and narrative of the games. The challenges countered when

treating video games as a cybertext are the necessities for the translators to convey anamorphosis,

mechanical and narrative hidden meaning of the analyzed frame, to consider the textonomy of the

games, and at the same time to concern on GILT (Globalization, Internationalization, Localization,

and Translation).

Keywords: Ergodic, Translation Approach, Video Game Translation, Textonomy, Anamorphosis

ABSTRAK

Paper ini berusaha menyarankan untuk menggunakan ergodic sebagai pendekatan untuk

menterjemahkan video game. Kata pendekatan disini menunjukkan suatu pendekatan untuk

produk terjemahan dan proses menterjemahkan. Langkah-langkah untuk merumuskan ergodic

sebagai suatu pendekatan adalah pertama: literatur ergodic Aarseth diulas untuk memperoleh

dasar pemahaman terhadap hubungannya degan video game dan terjemahan video game. Kedua,

dengan menggunakan terjemahan art elektronik, Need for Speed: Own the City, Midway’s Mortal

kombat : unchained dan Konami’s Metal Gear Solid, pendekatan berdasarkan ergodic untuk

penterjemah video game diformulasikan. Formulasi tersebut menandakan bahwa ergodic sebagai

pendekatan penterjemah video game, berkisar tentang treatment video game sebagai teks siber

yang mana fungsi scripton, texton dan travelsal sebagai mekanisme konfiguratif mempengaruhi

pemilihan strategi penterjemahan , pengalihan variabel, fungsi tranvesal, estetik game, ludus dan

narasi game. Tantangan terjawab ketika memperlakukan video game sebagai teks siber diperlukan

bagi penterjemah untuk menyampaikan anamorfosis, arti-arti yang tersembunyi dari analisis

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untuk mempertimbangkan tekstonomi dari game dan pada saat yang sama menyangkut GILT

(Globalization, Internationalization, Localization, and T ranslation).

Kata kunci: Ergodic, Pendekatan terjemahan, Terjemahan video game, Tekstonomi, Anamorfosis

INTRODUCTION

Approaches designed for video game translation revolve either around ludological and

narratological perspectives, or the combination of both as formulated by Esselink (2000), by

Mangiron and O‟Hagan‟s transcreation (2006), by Bernal-Merino (2009) and by Costales (2012).

Either approaches applied, they share, though they do not state it explicitly, similar perspectives in

the way that they treat video games as a cybertext, as an ergodic literature.

Ergodic derives from Greek words ergon which means work and hodos which means path

(Aarseth, 1997) from which ergodic literature, a type of literature requiring nontrivial efforts to

allow the reader to traverse the text (1997), emerges and from which type of discourse whose signs

emerges a path produced by a non-trivial element of work like I Ching, hypertext, interactive media,

computer games, automated poetry generators, and Multiuser Discourse (MUD‟s) (Aarseth in Rush,

2005). From the aforementioned etymological meaning and definition, ergodic denotes indexical,

benefactive, and configurative relationships. Indexical relationship emerges, for instance, when

video games, the focus of this article, hints the players to solve some puzzles or presents the players

some tutorials to solve the puzzles. It implies that when the players solve the puzzles either from

hints or tutorials, contiguity and factoriality, part/whole relationships (Trifonas, 2015), are eminent.

This indexical relationship is selected based on benefactive function from which benefactive

relationship between the games and the players in the embodiment of winning or losing surfaces.

The choices to solve the puzzles as implied by indexical relationship and the selection toward the

choices as signified by benefactive relationship are mechanized through the employment of

configurative relationship. When the players, for instance, decides to take the hint as a resolve for

their puzzles, they automatically and axiomatically proceed to perform configuration upon the

games in the manner of procedurality, to respond to the mechanics of the game (Bogost, 2007), or

of instrumentality, to exercise procedure-free responses (Sicart, 2011).This ergodict triangular

relationship is embodied through scriptons, textons, and traversal functions.

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Scriptons are strings appearing to the readers, textons as existing in the text, and traversal

functions are the mechanism by which scriptons are revealed or generated from textons and

presented to the user of the text (Aarseth, 1997). The strings mentioned in the definition refer to

linguistic units delivered by programming language.The connection between scriptons, textons, and

traversal function with the aforementioned triangular relationship is illustrated as follow:

Players, when immersing into the games, focus on the scriptons displayed through the existence

of textons previously designed by the developers. The different focus the players and the developers

have trigger different initiation from the triangular relationship. The players experience indexical

relationship, first, before they engage in the configurative one. In the phase of configurative

relationship, the players respond the game world through the avatars they are playing by

mechanically executing either procedural or instrumental configuration. This actions by the players

defining the configurative relationship are what Rush terms as ergodic-direct (2005) from which

ergodic-represented, the result of the user action (2005), emanates to evoke a benefactive

relationship. This relationship is eventually evoked to the players in the visual representation of

winning and losing. A different causal flow occurs on the developer side. On the developer

perspectives, the focus is directed to the textons to which the developers compute programming

language from which linguistic units are blended.

Through the textons transcribed into the scriptons, the developers attempt to deliver indexical

relationship to the players. The designed textons and scriptons, in game for instance, whether they

are in ASCII or Unicode, also contain configurative aspects from which the indexical relationship is

constructed via game mechanics. Through this game mechanics, the expectation the designers have

on benefactive relationship the players are expected to experience is embodied.

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The implication acquired from the aforementioned relations between the triangular

relationship and the ergodic variables is that any text appearing from cybertext media generates

mechanical impacts. These mechanical impacts are what Frasca highlights as ludology, the science

of play, (1999). In the perspectives of video games, ludology attempts to place video games as

games not as another form of narrative as what narratologists claim (2007) and video games as rule-

based system (Juul, 2005). These claims by ludologists imply that video games are mechanical in

nature and thereby any elements video games possess emanate and evoke mechanical impacts to the

game worlds, the avatars, and the players from which the ergodic triangular relationship and their

connection to scriptons, textons, and traversal functions emerge. This mechanical implication

observed from its traversal function is realized into seven variables:

Dynamics

In a static text the scriptons are constant; in a dynamic text the contents of scriptons may change

while the number of textons remains fixed (intratextonic dynamics, or ITD), or the number (and

content) of textons may vary as well (textonic dynamics, or TTD)

Determinability

This variable concerns the stability of the traversal function; a text is determinate if the adjacent

scriptons of every scripton are always the same; if not, the text is indeterminate.

Transiency

If the mere passing of the user's time causes scriptons to appear, the text is transient; if not, it is

intransient.

Perspectives

If the text requires the user to play a strategic role as a character in the world described by the text,

then the text's perspective is personal; if not, then it is impersonal.

Access

If all scriptons of the text are readily available to the user at all times, then the text is random access

(typically the codex); if not, then access is controlled.

Linking

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A text may be organized by explicit links for the userto follow, conditional links that can only be

followed if certain conditions are met, or by none of these (no links).

User Functions

Besides the interpretative function of the user, which is present in all texts, the use of some texts

may be described in terms of additional functions: the explorative function, in which the user must

decide which path to take, and the configurative function, in which scriptons are in part chosen or

created by the user. (Aarseth, 1997). Either texts the cybertext is categorized into, they revolve

around the indexical, configurative, and benefactive relationships between the games and the

players. This ergodic triangular relationship is differently and variedly responded by the players

depending on the text types they engage. In the perspectives of video game translation, the focus of

analysis revolves around the transferability of the text variables from source language to the target

one.

Ergodic, Video Game Translation, and the Problems of Transferability

Munday (2008) places video game translation as new media requiring new directions in the

manner of functionalist approach and thereby by functionalist approach, it indicates that the

translation is of specialized translation (Nord, 2006) which requires a special treatment to approach

it. This functionality signifies the necessity to treat the product of translation as functional in itself

and functional to itself since being functional involves being functional to whom functionality

applies and from whom functionality derives. In the perspectives of video games, the to-whom

variables, their gaming activities. Meanwhile the from-whom variables refer to the presented

problems in the games and the interactions between the players with the games in the scope of HCI

(Human-Computer Interaction). It further suggests that in the ergodic perspectives of cybertext,

functionalist approach for video games denotes the significance of ergodic triangular relationship

and the ergodic variables from which texts are classified.

Ergodic and the Transferability of Variables and Traversal Function

The focus of implementing ergodic approach in translation studies in the domain of video

game translation is to reveal whether variable shifts and shifts on traversal function occur when a

text is translated. To reveal the shifts on ergodic variables, mechanical comprehension toward each

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variable should be considered. In the perspectives of video game translation, the steps taken to

approach video game translationare to describe the assets of the video games. Assets range from in-

game text, art, audio, cinematics, and printed assets (Chandler (2005) in Mangiron and O‟Hagan,

2013). In ergodic-textonomy, the assets have features differentiating each asset from the others.

Table 1. Assets and Textonomy Typology

Assets Features Traversal

Function

Textonomy Ideology of

Influence

In-Game OST (On Screen

Text), UI (User

Interface),

Narrative and

Descriptive

Passages,

Dialogue, NPC‟s

Conversation

Textonic

Configurative

Explorative

Interpretative

Intratextonic

Dynamics (ITD)

Textonic

Dynamics (TTD)

Static

Anamorphosis

Metamorphosis

Art Graphics and

Images

Textonic

Configurative

Interpretative

ITD

TTD

Static

Anamorphosis

Metamorphosis

Audio Songs, Cutscenes Textonic

Configurative

Interpretative

ITD

TTD

Static

Anamorphosis

Metamorphosis

Cinematics Cutscenes Textonic

Configurative

Explorative

Interpretative

TTD

ITD

Static

Anamorphosis

Metamorphosis

Printed Assets Guide, Sketch,

Biography

Interpretative Static Metamorphosis

(Adapted from Chandler (2005) in Mangiron and O‟Hagan, 2013)

Dynamics refers to the number and format of textons and scriptons. If the number of textons

and scriptons share equality, the dynamics is static. If the textons are non-diegetic text based and so

are the scriptons, the dynamics is static. If the number of textons is constant, but the number of

scriptons is varied, the dynamics is intratextonic dynamics. If the textons are formatted in non-

diegetic text, but the scriptons are in diegetic text, the dynamics is also intratextonic and vice versa.

If the number of textons is varied and the number of scriptons is also varied, the dynamics is

textonic. If the texton is in image and diegetic , and the scripton is in either of the format, the

dynamics is textonic. Departing from the assumption that non-diegetic text, from the perspective of

data processing, embeds technical and operational difficulties, it arrives to a comprehension that:

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Table 2. Dynamics Variables

Textonomy Spatiality Performativity

Static Definite Singular

Intratextonic Dynamics Indefinite Plural

Textonic Dynamics Indefinite Plural

Definite spatiality provides a limited access to the textonomy and thereby the translators have to

be selective in applying the linguistics units or images for their translation. In contrast, intratextonic

and textonic dynamics enable the translators to access a susceptible amount of space for their

translations but due to the existence of complex combination of non-diegetic and diegetic texts, the

translators are required to execute a plural performativity, a multi tasking revolving around non-

diegetic and diegetic textprocessing. On the other hand, static textonomy requires the translators to

do a singular performativity: working on the diegetic s or images. Therefore, in the perspectives of

video game translation, this dynamics is vulnerable to alter and thereby a shift might occur.

The understanding on textonomy and text type contributes to the translation selection

strategy from which considerations on the ideologies of anamorphosis and metamorphosis are

taken. The following example from might help clarify the statement:

The textons from Need for Speed Carbon: Own the City are of intratextonic as the constant

textons provide, as indicated by the circle, an opportunity for the scriptons to change though only

for three spaced characters. The translators might utilize the opportunity to select the dictions from

which anamorphosis ideology could be transferred. The anamorphosis ideology is noticeable from

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the implication of the frame demanding the players to check the GPS as they speed up exceeding 60

miles an hour.

This anamorphosis requires both procedural and instrumental configuration from the

players. In the case of the racing game, the players are instructed to preserve their concentration to

the track by examining the signal displayed in a flashing arrow. The followings are the translated

version of the racing game by two different groups of translation with each group consisting of

three members. The three members were taking the roles of translator, editor, and typesetter. The

following translation is not intended to violate the copyright as the translation is intended purely for

educational purposes. The following translation will indicate that intertextonic, though flexible for

executing a rewriting on the textons, still has some limitations.

The intertextonic characteristic the textons have in the aforementioned game evokes a

flexible translation strategy selection. The changes on text display, as perceived from the above

screenshots, indicate that the scriptons are varied and thereby signifying the intratextonic

characteristics of the textons. In the case of the anamorphosis of the game, the left screenshot is able

to transfer the configurative implication regarding with the emergence of an arrow shaped signal

translated into „tandapanah‟ while the right one does not cope the configuration optimally due to the

absence of the translation of the word „arrow‟. Though the right screenshot misses the word

Figure 1 Indonesian version of Need for Speed Carbon: Own the City

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„arrow‟, it pertains „corners‟ translated into „tikungan‟ from which configurations from the players

entail. Meanwhile, the left screenshot does not preserve „corners‟ on their translation. It implies that

inter-textonic characteristics of the textons are proven to be less beneficial when, as Dietz(200, said

about the requirement to be a video game translator the translation and computer ability are not of

quality.

In the relation with translation techniques, the deletion employed on the word „arrow‟ and

„corners‟ triggers significant impact on the holistic apprehension of the traversal function. The

deletion ignites a traversal function shift from procedural/instrumental to instrumental configuration

only. Four scriptons contributing to the emergence of traversal function are „corners‟, ‟60 miles an

hour‟, „arrow‟, and „flash‟. These four units suggest mechanical implication in the form of

procedural and instrumental configuration. Procedural configuration emerges from:

acceleration | if | >60 | corner | arrow.sign | flash

acceleration | if | <60 | corner | arrow.sign | not.flash

The above logical string suggests that a configuration from the players will occur procedurally as

suggested from the scriptons. The players have to hit the acceleration button to hit over 60 miles an

hour to evoke the emergence of the flashing arrow. The absence of a scripton, as pointed out by the

string above, signifies the reduction on the completeness of a sequence to make an event happen.

This condition is what Rehak terms as suture, a condition by which spectators are „stitched into‟ the

signifying chain through edits that articulate a plentitude of observed space to an observing

character (in Isigan, 2013). In the case of the aforementioned translation, the problem of being

„stitched into‟ occurs when the translation technique of deletion is applied and thereby ludological

observation by the players is assumed to be reduced.

Ergodic and the Transferability of Game Aesthetics

Aesthetics in video games is concerned on the audiovisual style the games employ (Jarvinen,

2002). The styles oscillate around three elements: (1) space/environment (2) different objects, and

(3) symbols (Jarvinen, 2002). In the case of Need for Speed Carbon: Own the City translation, the

aesthetic element experiencing a shift is on the symbol. The influence of translation techniques is

assumed to trigger an impact on the on screen text display of the game. As perceived from the game

screenshots, the text display experiences a technical shift of presentation.

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j

The jumbled structure of the translated versions indicate that the translation focuses mainly

on transferring the message by examining the probable space intratextonic dynamics offers.From

aesthetics viewpoint, this jumbled structure is assumed to contribute to the shift of game experience

knowing that transferring a similar game experience is what game localization (and translation)

prioritizes to convey (O‟Hagan, 2009). In the case of the dynamics, the flexibility the dynamics

offers is not yet considered for aesthetic function of the game as the flexibility itself is still character

restricted. This condition is implied by Alexander O‟Smith, the translator of various Square Enix‟s

games. He said that there were often strict character limits for UI elements in the English

translation, so diving straight into dialog and narrative text could be dangerous when the translators

eventually realized none of the UI terms they wanted to use there would actually fit (in Jayemanne,

2009). It implies that the applied translation techniques will, in a direct manner, influence the graph

structure of the text in frame. It further suggests also that the knowledge and skill of restructuring in

translation studies should touch the domain of graphology and typeface restructuring since

aesthetics influence the physical form of play, sensory relationship between the players and the

games (Myers (2009) in Zimmerman, Perron and Wolf, 2009). Therefore, translation techniques,

traversal function and game aesthetics (audiovisual style) construct a causal relationship.

Figure2 Different text display

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Figure3 The influence of translation techniques in traversal function and game aesthetics

Asset refers to the analyzed game element, Text to whether the format is diegetic (linguistic

unit) or non-diegetic (image), Textonomy, as discussed before, to the dynamicity of a text,

Traversal Function to the method the players respond to the text, Orientation to whether the asset

has only ludic, narrative, or both elements, Dialogue Box to the type of box on which the textons

appear as scriptons to the players, Text Visualization to the techniques information is visualized,

and Display Effect to aesthetic effects regarding with the scripton appearance. As seen from Figure

4 of which the construction is based on the translated version of Need for Speed Carbon: Own the

City, deletion applied on a diegetic text triggers a shift on the traversal function of the frame and the

alignment as the display effect from which symbol element of game aesthetics is observed. If the

text had been shifted from diegetic to non-diegetic, the non-alignment display effect would have not

occurred and thereby the game aesthetics on symbol would have been preserved. Non-diegetic text,

though requiring plural performativity, could be beneficial for preserving game aestheticsin the

translation process if utilized optimally. One of the examples is the non-diegetic alteration in

Capcom‟s Mighty Final Fight:

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Figure 4 Non-Diegetic to Non-Diegetic with diegetic style

The reason of violence is behind the shift of non-diegetic text from the Japanese version to

North American version on the profile of Haggar (Purnomo and Purnama, 2013). The non-diegetic

text of the North American version, as seen from the screenshots, is able to visualize more

information about the character. This situation indicates that non-diegetic, to some extent, is flexible

to be utilized to cover diegetic information. It further suggests that plural performativity of the

intratextonic and textonic dynamics is not a hindrance to convey the message intended to deliver. In

the perspectives of translation techniques, the above case reflects that the translation technique

applied is amplification. In ergodic perspectives, the question is whether the amplification occurs on

the information given,on the data used, or both. By the amplification of information refers to the

addition of new information not found on the source language. By the amplification of data implies

that any texton addition triggers the addition of certain amount of space from which the amount of

data inclines. This condition suggests that any selected translation techniques will have any

consequence on the inclination of the data usage from which production cost might experience a

hike.

Other translation techniques as seen from Figure 4 denote that their relationship with

traversal function and game aesthetics still requires a close examination because modulation,

adaptation, and literal are not conscientiously observable in the term of character number impact. In

the perspectives of video game translation as a restrictive translation (Mangiron and O‟Hagan,

2006), it is assumed that distinctive translation techniques possess spatiality in terms of character

number. Description, Amplification, Linguistic Amplification, and Substitution might convey a

larger space as they have magnification function in which new information is added for the clarity

of meaning. Meanwhile Reduction, Deletion, and Linguistic Compression are assumed to trigger a

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smaller space as they have simplification function in which the information is reduced, deleted, and

compressed. On the other hand, Adaptation, Borrowing, Discursive Creation, Established

Equivalent, Literal, Modulation, Calque, Transposition, Variation are paradoxical as they are

relative in generating the character number. Departing from this assumption, translation techniques,

in video game translation, contribute to any ergodic elements and variables involving character

numbers. In the case of game aesthetics, the translation techniques have a role in the shift of game

aesthetics.

Ergodic and the Transferability of Ludus and Narrative of Video Games

Ludus, play in English word, owes its fame from Homo Ludens, a term introduced by Huizinga

(1944) to refer to men as playful creatures. In the context of video games, ludusis studied by

ludology, the science of play (Frasca, 2007), to refer to positioning video games as system of play

not as a system of narrative (Juul, 2015) while narratology, the study of narrative (Bal, 2009),

remarks that video games are a narrative which takes a different form like movies (Simons, 2007).

Due to its position as a game system, ludus revolves aroundthe studies on game mechanics from

which games pertain their function as a system. This game mechanics is one of the ludology

principles video games have:

1. Games should be considered as systems, with elements interacting between each other

within certain boundaries.

2. Games involve a conflict, which means that players will have to face some sort of

challenge. This conflict is artificial in the sense that it is apart from real life.

3. Games are defined by rules. Rules are what delimit both the player's actions and the

system's characteristics.

4. Games generate a quantifiable outcome. This can be a score or simply a judgment

(winning or losing.).

(Simon, 2007).

In the context of video games, ludus and narrative are ergodically diffused to suggest the

emergence of anamorphosis, hidden meaning (Aarseth, 1997). This anamorphosis is vividly

reflected from video game elements configuratively operated. They are pre-battle dialogue (PBD),

command list, skill/ability, job, and equipment. One of the examples is from Metal Gear Solid

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The above screenshots occur in PBD (Pre-Battle Dialogue) between Solid Snake and

Revolver Ocelot. The word „revolver‟ refers to his habit and skill in arming himself with a revolver.

The emphasis that his arsenal is a revolver is strengthened by his statement about the arsenal which

is a handgun and it has six bullets. The information about revolver, handgun, and six bullets,

besides emphasizing in a narrative manner about the character of Revolver Ocelot, also signifies the

ludus of the games from which the players could benefit from. The Ludus which is in the form of

game mechanics suggests that revolver has six bullets only and thereby when Revolver Ocelot will

reload a lot. The reloading condition opens the players to control Solid Snake, the main character, to

shoot Revolver Ocelot. This anamorphosis, in the perspectives of video game translations, is a

message the translators need to convey in their translation.

This anamorphosis, to some extent, opens a challenge to the translators if they are asked not

only to perform translation but also localization. If the name of the character and the image of the

gun are localized, the translators have to ensure themselves that the anamorphosis message is

transferable. The problem of ludus and narrative transferability exposes a greater challenge when

the anamorphosis resides on a word level such as in the name of an equipment as discussed in

Purnomo (2015).

One of the examples regarding with this is the translation of Midway‟s Mortal Kombat:

Unchained translated by two teams for educational purposes.

Figure 5 Revolver Ocelot and his Colt Single Action Army

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Sub Zero, the iconic character of the series, is a ninja with an ice based attack. His ice

element, besides being reflected from the azure fighting gear he wears, is also reflected from mostly

of the names of his moves. As seen from his source moves, middle screenshot, his special moves

consist of Rib Breaker, Ice Clone, Freeze Ball, and Cold Shoulder. Each name of the moves is

either the connotation or the denotation of the movements received by the viewers. Freeze Ball, for

instance, is a move in which Sub Zero bursts cold ball like energy, from which the name „ball‟ is

derived, to freeze his foes, from which the word „freeze‟ comes from. Therefore, it implies Freeze

Ball shares a linearity between the name and the visual movement. When Freeze Ball is translated

into Meriam Es (Ice Cannon) and Bola Salju (Snow Ball), the linearity is diverted.

The former translation to which compensation is applied ignites non-linearity because Sub

Zero does not use any cannon. The latter translation to which modulation is applied has a problem

of non-linearity also because Sub Zero does not burst snow ball. From the perspectives of narrative,

both translations pertain the iciness of Sub Zero and aesthetics alignment with Sub Zero‟s attributes.

Meanwhile, from the perspectives of ludus, game mechanics, it might deteriorate the players in

playing the game, to some extent, when the players rely on the preliminary knowledge they attempt

to obtain from the move nam e. The two aforementioned cases signify that anamorphosis finds itself

in the diffusion of the ludus and narrative of the games with meta cognition of the players as the

traversal mode.

Another interesting finding is on Sub Zero‟s Cold Shoulder, a move in which Sub Zero

attacks his enemy by sliding and forwarding his shoulder to hit the enemy. The first translation is

Srudukan Es (Ice Ram) and the second one is Dorongan Es Maut (Deadly Ice Push). There are three

similarities of the two translation versions. First is that they modulate the perspectives from an

object, which creates an impact to a process, which creates an impact. Second, they modulate also

in their translation of cold, which is the sensation one feels when touching something icy into es

(ice), which is the source of cold. Third, they omit some words to maintain the spatial stability for

the words. The pattern of omission is the same. They omit vocals. This happens due to, as discussed

before, spatial problems textons have. For the case of second translation, it is not just only

modulation but also discursive creation visible from the word maut (deadly). This discursive

creation ignites an intriguing finding regarding with loss and gain. Instead of vocalizing Dorongan

(push), the translator chose to add a word discursively to the translated move to emphasize the

deadliness of the move.

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It implies that, to some extent, stylistics and aesthetics of the move are the priorities the

translator decides to maintain. Though stylistics and aesthetics of the game arrive to consideration,

the translator fails to notice the aesthetics of the move in narrative sense. The phrase Cold Shoulder

also refers to an English idiom meaning „total ignorance‟. This aesthetic value is primarily

concerned on the narrative life of Sub Zero himself. Sub Zero‟s real name is Kuai Liang. His life is

identical to the phrase Cold Shoulder as he lives his own life after his parents and brother are dead.

People ignore his existence and he lives just for revenge. This aesthetic value in a narrative manner,

though revealed hermeneutically, is an anamorphosis, which deserves an attention to the translator

as it constructs a holistic relationship between the ludus and the narrative from which

metamorphosis and anamorphosis are evoked.

CONCLUSION

Ergodic as an approach for video game translation revolves on the discussion of the

transferability of variables and traversal functions, of game aesthetics, and of ludus and narrative of

the games. The transferability of the three elements poses a problem revolving around scriptons and

textons possessing a close relationship with characters and their number. The problem also hails

from the existence of anamorphosis Aarseth claims as an ideology of influence from which the

players‟ game experiences are defined. Anamorphosis, due to its hidden nature, requires a specific

attention from the translators while at the same time they have to consider GILT (Globalization,

Internationalization, Localization, and Translation) and translation strategies that could bridge the

two considerations. The problem also occurs when translation techniques are applied. Translation

techniques are taken as a consideration not only for their purposes to transfer meaning but also for

their possibility to consume extra spaces.

REFERENCES

Aarseth, E. J. 1997. Cybertext: perspectives on ergodic literature. Johns Hopkins University Press

Baltimore, Maryland.

Bal, M. 2009. Narratology: Introduction to the theory of narrative. University of Toronto

Press. Toronto.

Bernal-Merino, M. Á. 2009. Video games and children‟s books in translation.The Journal

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Bogost, I. 2007. Persuasive games: The expressive power of videogames. Massachusetts Institute of

Technology (MIT). Massachusetts.

Dietz, F. 2007. " How Difficult Can That Be?"-The Work of Computer and Video Game

Localization. Tradumàtica: traducció i tecnologies de la informació i la comunicació,

(5). Barcelona.

Esselink, B. 2000. A practical guide to localization (Vol. 4). John Benjamins Publishing.

Amsterdam.

Fernández Costales, A. 2012. Exploring translation strategies in video game localization. Oviedo.

Frasca, G. 1999. Ludology meets narratology: Similitude and differences between (video)

games and narrative. Ludology. org. Helsinki.

Frasca, G. 2007. Play the message: Play, game and videogame rhetoric.Unpublished PhD

dissertation. IT University of Copenhagen, Denmark.

"Game." From Half-Real: A Dictionary of Video Game Theory.

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Huizinga, J., & Hull, R. F. C. 1949. Homo ludens. A study of the play-element in

culture.[Translated by RFC Hull.]. Routledge & Kegan Paul.Işığan, A. (2013). The

production of subject and space in video games. G| A| M| E Games as Art, Media,

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Järvinen, A. 2002.. Gran Stylissimo: The Audiovisual Elements and Styles in

Computer and Video Games. In CGDC Conf.. California.

Jayemanne, D. 2009. Generations and Game Localization. Eludamos. Journal for Computer

Game Culture, 3(2), 135-147. Cambridge.

Juul, J. 2005. Half-real. Video Games between Real Rules and Fictional Worlds. Cambridge

(Massachusetts) und London. Oldenburg.

Mangiron, C., & O‟Hagan, M. 2006. Game Localisation: unleashing imagination with

„restricted‟translation. The Journal of Specialised Translation,6, 10-21. London.

O'Hagan, M., & Mangiron, C. 2013. Game localization: translating for the global digital

entertainment industry (Vol. 106). John Benjamins Publishing. Amsterdam.

O‟Hagan, M. 2009. Putting pleasure first: localizing Japanese video games.TTR:

Traduction, terminologie, rédaction, Vol 22(1), 147-165. Montréal.

Munday, J. 2008. Introducing translation studies . London and New York.

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Tradução Cientifica e Técnica, 4, 29-41. Barcelona.

Purnomo, S.L.A & Purnama, S.L.P. 2013. Penerjemahan Video Games. IAIN Press. Surakarta.

Purnomo, S. L. A. 2015. Grab the Garb: The Influences of Translation Techniques in the

Ludological Aspects of Video Game Translation (A Case Study of Square Enix‟s

Lightning Returns: Final Fantasy XIII). IZUMI, 4(1), 1-9. Semarang.

Rush, J. 2005. The ergodic bridge. In MiT4: The Work of Stories. Fourth Media in

Transition conference (Cambridge, MA, 6-8 May 2005). Cambridge.

Sicart, M. 2011. The ethics of computer games. Massachusetts Institute of Technology (MIT).

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Simons, J. 2007. Narrative, games, and theory. Game studies, 7(1), 1-21. Copenhagen.

Trifonas, P. P. 2015. Crafting the literature of semiotic possibility: from the metaphysical to

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Semiotics (pp. 239-264). Springer . Amsterdam. Netherlands.

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FIGURE REFERENCES

Need for Speed Carbon: Own the City is the property and trademark of Electronic Arts

Metal Gear Solid is the property of Konami

Mighty Final Fight is the property of Capcom

Mortal Kombat: Unchained is the property of Midway

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Improving Students’ Listening Skill Through Shadowing Mukminatus Zuhriyah Universitas Hasyim Asy’ari Tebuireng Jombang [email protected] ABSTRACT

Listening is the first part of language skills that everyone gets when learning a language. It comes

before speaking, reading, and writing. Meanwhile, most of the students get difficulty to learn

listening of a foreign language, especially English. That is why shadowing was applied in the

listening class as one of the solutions to make the learners of English listening easy to understand

what the speaker says. This collaborative classroom action research was generally to know whether

or not shadowing could improve the students listening skill. It was also specifically to know: (1) the

lecturer’s activities, (2) the students’ activities, and (3) the students’ responses during the

implementation of shadowing in the listening class. The subjects were 18 students of the third

semester of English department of education faculty of Hasyim Asy’ari university (UNHASY)

Tebuireng Jombang in the academic year of 2016/2017. The data were obtained from the

observations got from the notes written by the collaborator and the listening test. The students’

listening skill improved after the implementation of shadowing. It could be seen in the improvement

of mean score, from 74.2 in cycle one to 75 in cycle two. Then, the precentage of students passing

the minimum mastery criteria also improved, from 61% in cycle one to 77.8% in cycle two. Thus, it

can be concluded that shadowing could improve students’ listening skill.

Keywords: Listening Skill, Shadowing, UNHASY Students

mailto:[email protected]

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ABSTRAK

Mendengar adalah kemampuan bahasa yang pertama kali diperoleh oleh setiap orang ketika

mempelajari sebuah bahasa. Sebelum orang berbicara, membaca, dan menulis, dia pasti

mendengar terlebih dahulu. Sementara itu, sebagian besar mahasiswa kesulitan dalam

mendengarkan bahasa asing, khususnya bahasa Inggris. Oleh karena itu, model shadowing

diaplikasikan di kelas listening sebagai salah satu solusi dalam mempermudah mahasiswa untuk

memahami apa yang dikatakan oleh pembicara bahasa Inggris. Penelitian tindakan kelas yang

bersifat kolaboratif ini pada umumnya untuk mengetahui apakah model shadowing mampu

meningkatkan kemampuan mendengar mahasiswa dan pada khususnya untuk mengetahui: (1)

aktifitas dosen, (2) aktifitas mahasiswa, dan (3) respon mahasiswa selama pelaksanaan model

shadowing di dalam kelas listening. Subyek penelitian adalah 18 mahasiswa semester tiga prodi

bahasa Inggris, FIP, Universitas Hasyim Asy’ari (UNHASY) Tebuireng Jombang tahun akademik

2016/2017. Data diperoleh dari observasi yaitu dari catatan yang ditulis kolaborator dan dari tes

listening. Kemampuan mendengar mahasiswa meningkat setelah pelaksanaan model shadowing.

Hal ini bisa dilihat dari peningkatan nilai mean 74.2 di siklus satu menjadi 75 di siklus dua.

Prosentase mahasiswa yang lulus KKM juga meningkat, dari 61% di siklus satu menjadi 77.8% di

siklus dua. Sehingga dengan demikian bisa disimpulkan bahwa model shadowing mampu

meningkatkan kemampuan mendengar mahasiswa.

Kata Kunci: Kemampuan Mendengar, Shadowing, Mahasiswa UNHASY .

INTRODUCTION

All the students learning English are hoped to be able to master the four English skills.

Among those skills, listening becomes the most important part of English skills. Listening is the

first stage in learning English. It is because listening comes at first before somebody speaks, reads,

or writes. Listening becomes a bridge when learning to speak, to read, and to write. In line with

this, Sevik (2012: 328) states that a person who learns a second or foreign language (FL) will first

hear, then, talk, and followed by learning how to read and write. Then, Adelmann (2012: 514)

states that a language learner needs competent listening skill when learning a language.

Additionally, Ghanbari and Hashemian (2014: 337) state that good listening comprehension has the

basic part for developing other skills in foreign language learning.

English department of education faculty of Hasyim Asy‟ari University, Tebuireng Jombang,

puts the listening in the first up to the fourth semester. The main objective of the listening course

itself is to make the students able to understand what the native speakers say about correctly.

Dealing with this situation, Schmidt (2016:2) found that listening is the most difficult skill to

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contend as a language learner. Then, based on the data on the preliminary study held on September

6, 2016, most of the students of UNHASY still got low score, under 75. Their mean score was 70.8.

The percentage of the students getting 75 was 39%. It means that they still have low listening skill.

Meanwhile, Arono (2014: 63) says that the teacher is still lack of commitment in applying the

model of teaching listening. Thus, it was very demanded to help the students improve their listening

skill through the appropriate teaching model to teach listening in order that they are easy to catch

what the speakers tell about. An alternative for this condition was by applying shadowing in

teaching and learning process of listening.

The general objective of this research was to know whether shadowing could improve the

listening skill in the third semester students of English department of education faculty of Hasyim

Asy‟ari University (UNHASY) Tebuireng Jombang in the academic year of 2016/2017. Meanwhile,

the specific objective was to describe the lecturer‟s activities, the students‟ activities, and the

students‟ responses during the implementation of shadowing in the listening class.

Previous Studies

There are several previous studies that have been conducted by some researchers explaining

about the success of shadowing to improve students‟ language skills. Firstly, Omar and Umehara

(2010: 199) in their research entitled “Using a Shadowing Technique to Improve English

Pronunciation Deficient Adult Japanese Learners: An Action Research on Expatriate Japanese

Adult Learners” conclude that there was the improvement on the participants‟ English

pronunciation, especially in their English rhythms. Next, Horiyama (2012: 113) in his research

entitled “The Development of English Language Skills through Shadowing Exercises” states that

shadowing exercises improved students‟ English skills and boosted their motivation and active

participation in the class. Other research entitled “A Pilot Study Comparing the Effects of

Shadowing and Oral Reading on Oral Reading Rate” by Osato (2014: 289) found that the effects of

shadowing were the improvements in both productive and receptive skills such as pronunciation,

listening, and reading ability. Then, the research entitled “Monitoring strategy in shadowing: self-

monitoring and pair-monitoring” by Hamada (2015: 4) found that the self-monitoring and pair-

monitoring groups improved their phoneme perceptions and the lower proficiency learners‟

listening comprehension skills of the self-monitoring group also improved. In addition, Shiota

(2012: 71) in his research entitled “The Effectiveness of Shadowing on Students‟ Psychology in

Language Learning” states that in the second language learning, the useful technique to solve the

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students‟ attitude problems was shadowing. Meanwhile, Zakeri (2014: 21) in his research entitled

“The Effect of Shadowing on EFL Learners‟ Oral Performance in Term of Fluency” found that

there was a great significant relationship between shadowing and the learners‟ fluency.

Listening

Listening is the first thing to be learnt before somebody learns speaking, reading, and

writing. In line with this, Sevik (2012: 328) states that listening is the basic skill that must be learnt

in the language learning process. In addition, Kim and Kang (2015: 175) report that many linguists

and English teachers state that listening becomes the most fundamental and the most important skill

among other language skills because it is a key role to study a foreign language. Then, Sevik (2012:

330) also states that listening is the same as reading which is a receptive skill because both listening

and reading focus on receiving information from an outside source. Meanwhile, Murjani (2010: 2)

states that listening is an active skill because listening is not only the process of hearing what the

speakers say but also the process of integrating what the speakers talk about with the information in

the real world. Thus, it can be concluded that listening is the most fundamental and important skill

which is not only a receptive skill but also an active skill to be learnt in the first language learning

process.

Bozorgian and Pillay (2013: 105) state that listening covers a complex process. Listening is

a process consisting of a conscious attention, reception, perception, and the assignment of meaning

and response to the message (Kim and Kang, 2015: 42). In line with this, Sarıcoban in Sevix (2012:

330) argues that listening is the ability consisting of identifying and understanding what others are

saying which involves understanding accent or pronunciation, grammar, and vocabulary of the

speaker, and grasping its meaning. Furthermore, Marzban and Abdollahi (2013: 239) state that in

the process of comprehending the spoken messages in the listening text, the listeners must integrate

information from a range of sources, such as phonetics, phonological, prosodic, lexical, syntactic,

semantic, and pragmatic. Then, Yonezaki (2014: 22) argues that a person commonly experiences

three stages in the listening process, such as perceiving sounds (perception), decoding sounds to

recognize them as certain linguistic forms (recognition), and comprehending the meaning of the

forms (comprehension). In short, it can be said that listening is the process of comprehending what

the speaker talks about by the listener through three stages, which are perception, recognition, and

comprehension.

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Then, Walker (2014: 172) states that the difficulties in learning listening cover three

features, linguistic features, cultural features, and psychological features. The linguistic features

consist of pronunciation, word boundaries, intonation, sentence and word stress. The cultural

features consist of the students‟ and the language cultural background and the regional accents.

Meanwhile, the psychological features consist of bottom-up and top-down processes,

metacognition, metacognitive regulation, metacognitive knowledge, and metacognitive experience.

Shadowing

Shiota (2012: 78) states that shadowing is a training technique which is used to improve the

interpreting skills. Shiki, et al in Zakeri (2014: 21) state that shadowing is an online repeating

speech which must be done immediately. In this case, the listener immediately repeats what the

speaker says without any pause. Horiyama (2012: 115) explains the steps of shadowing as follows:

(1) concentrating on the correct pronunciation when shadowing the listening text, (2) attending to

the meaning of the listening text, and (3) reproducing the listening text by picturing it. Next, Kadota

and Tamai in Hamada (2012: 7) give several steps: (1) dictation cloze, (2) mumbling, (3) parallel

reading, (4) checking the understanding of the written text, (5) shadowing three times, (6) checking

with the written texts for three minutes for sounds and the meanings that the listener could not

understand, (7) content shadowing by concentrating on both shadowing and interpreting the

meaning of the listening text, (8) dictation cloze (the same as the step 1), and (9) checking the

answers.

RESEARCH METHODOLOGY

The design of this research was a collaborative classroom action research. It was a cyclical

process which consisted of four main steps: planning the action, implementing the action, observing

the action, and reflecting the action. The lecturer was as the researcher in this research. She

collaborated with a collaborator equipped with a Semester of Teaching Learning Planning (RPS) of

listening for the third semester and observation sheets containing field notes to write everything

related to the lecturer‟s activities, students‟ activities, and students‟ responses during the

implementation of shadowing in listening class. Two cycles were done in this research. Every cycle

had two meetings. Then, the subjects of the research were 18 students of the third semester of

English department of education faculty in the academic year of 2016/2017, Hasyim Asy‟ari

University (UNHASY) Tebuireng Jombang.

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Techniques of Collecting Data and Data Analysis

Techniques of collecting data used in this research were observation and listening test in the

post-test having been held. Observation was done by informing everything happening in the class

on the field notes which were written by the collaborator in every meeting in the cycle. Meanwhile,

the post-test was done in the meeting after the cycle had finished. Then, techniques of data analysis

used in this research consisted of descriptive analysis and statistical analysis. The descriptive

analysis consisted of the observation data which were analyzed to know the lecturer‟s activities, the

students‟ activities, and the students‟ responses during the implementation of shadowing. Next, the

statistical analysis was to know the improvement of the students‟ listening skill and the percentage

of the students passing the minimum criteria mastery. To know the improvement of the students‟

listening skill, the researcher compared the mean score of pre-test, post test I, and post test II. Then,

to know whether or not the improvement of the mean scores was significant, it was consulted to the

computational result of SPSS t-test by using SPSS version 20. The criteria of the success of this

research itself was when 75 % of the students got score 75 as the minimum mastery criteria.

DISCUSSION

Cycle One

There were two meetings in cycle one. They were done in September 15 and September 22,

2016.

The Lecturer’s Activities

Generally, the lecturer‟s activities in meeting one and in meeting two were the same. Firstly,

the lecturer checked the attendance list and prepared everything needed in the listening class. Then,

she explained the method of shadowing that was going to be applied in the listening class. Next, she

did the shadowing steps as what she planned. Here are the steps.

a. The lecturer asked the students to shadow the sentence in the listening text as soon as they

heard it and it was repeated four times

b. The lecturer had the students write down what they were saying in the shadowing

c. The lecturer got the students to find the meaning of the sentence that they have written in 5

minutes

d. The lecturer checked the answer consisting of the written sentence and the meaning found

by the students together with the entire the class.

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At those two meetings, the lecturer was in front of the class while playing and replaying the

listening text. She did not give time limitation when the students shadowed and wrote the sentence

spoken by the second person in the listening text. Then, she also did nothing when knowing that her

students did not shadow the sentence which the second speaker said as soon as they heard it. She let

the students shadow the sentence not as soon as they heard it even though at first she instructed the

students to shadow the sentence as soon as they heard it.

The Students’ Activities

In meeting one and meeting two, basically the students did what the lecturer instructed. The

following are the descriptions of the students‟ activities.

a. The students shadowed the sentence in the listening text that they heard

b. The students wrote down what they were saying in the shadowing

c. The students found the meaning of the sentence that they have written in 5 minutes

d. The students discussed the answer consisting of the written sentence and the meaning

together with the entire the class.

At a whole activity in meeting one, all the students did not shadow the sentence in the

listening text played by the lecturer directly. They shadowed the sentence in the listening text when

it was replayed in the second time. When first playing, they still paid attention carefully to the

listening text while writing down the text in their papers. Most of the students‟ writing was still

influenced by the words of the choices in their worksheet. Besides, some students were laughing

while shadowing the sentence. Then, the students found the meaning of the sentence that they

shadowed and wrote by matching it with the choices prepared in their worksheet.

Some of the students shadowed the sentence in the listening text played by the lecturer in the

first playing in meeting two. Other students still shadowed when the lecturer replayed the recording

in the second turn. It was exactly the same as the activities in meeting one. They still paid attention

carefully to the listening text when first playing. They did it while writing down the text in their

papers. No student was laughing while shadowing the sentence in this meeting. They started to be

confident to shadow the sentence of the second speaker‟s saying even though they did not feel sure

that what they said was correct. They also tried not to be influenced by the words of the choices

prepared in their worksheet even though they heard the similar sound to the words in the choices.

They did not want to be trapped anymore.

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The meeting after meeting two in cycle one was for post-test I. It was in September 29,

2016. The mean score of this post-test was 74.2. The students who passed the minimum mastery

criteria were 61%. That is why cycle one was considered unsuccessful.

The Students’ Responses

In meeting one, the students were still not comfortable with shadowing model applied by the

lecturer. It was because they were used to listening to the listening text by paying full attention

carefully and writing down it in their papers without repeating it in the loud voices. Most of the

students were still silent when the time to shadow the listening text came. They were afraid of

making mistakes because they were not sure about what they heard whether it was the same as the

speaker said in the recording. Besides, they complained that the speaker in the recording spoke very

fast.

Meanwhile, the students seemed rather comfortable with shadowing model in meeting two.

They tried to follow what the lecturer instructed in meeting two. It was proven by some of the

students who were shadowing the sentence of the second speaker‟s saying in the recording in the

first playing. They did it loudly while other students were busy with their papers and still paying

attention to the next replaying. When the second replaying came, there were only two students who

did not shadow the sentence that they heard. Both of the students looked at each other.

Cycle Two

This cycle also consisted of two meetings which were done in October 6 and October 11,

2016.

The Lecturer’s Activities

As usual, the lecturer checked the attendance list and prepared everything needed in the

listening class both in meeting one and meeting two. Then, she explained what the students had to

do in the method of shadowing that was going to be applied. She motivated the students to shadow

the sentence as soon as they could catch what the speaker said in the recording. Next, she did the

shadowing steps as what she planned in cycle two. The steps are the followings.

a. The lecturer asked the students to shadow the sentence in the listening text in 2 minutes

as soon as they heard it and it was repeated four times

b. The lecturer had the students write down what they were saying in the shadowing in 5

minutes after all the shadowing section finished

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c. The lecturer got the students to find the meaning of the sentence that they have written

in 5 minutes

d. The lecturer checked the answer consisting of the written sentence and the meaning

found by the students together with the entire the class.

In meeting one of this cycle, the lecturer was not only in front of the class to play and replay

the listening text but also stand in the space room between table A and table B to notice the

students‟ shadowing. She had already given time limitation for the students to shadow and to write

the sentence spoken by the second person in the listening text. Then, she motivated her students to

shadow the sentence that the second speaker said as soon as they heard it. She also asked what the

students‟ difficulties in shadowing the speaker‟s saying.

In meeting two, the lecturer did what she had done in meeting one. She really paid attention

to the time limitation when the students shadowed and wrote the sentence spoken by the second

person in the listening text. After the time to shadow finished, she replayed the recording. It was

done for four times.

The Students’ Activities

In this meeting, the students did what the lecturer instructed. The following are the

descriptions of the students‟ activities.

a. The students shadowed the sentence in the listening text that they heard in 2 minutes

b. The students wrote down what they were saying in the shadowing in 5 minutes

c. The students found the meaning of the sentence that they have written in 5 minutes

d. The students discussed the answer consisting of the written sentence and the meaning

together with the entire the class.

The students‟ activities were little different from those in cycle one. Most of the students

had already shadowed the sentence in the listening text played by the lecturer directly even though

their sentence was not complete yet. When the second playing, all the students shadowed the

sentence. It was done until the third and the fourth replaying. After all the shadowing activity

finished, the students wrote their sentence in the paper. Then, the students found the meaning of the

sentence that they shadowed and wrote by matching it with the choices prepared in their worksheet.

The students‟ activities in meeting one were different from those in meeting one. All of the

students had already shadowed the sentence in the listening text played by the lecturer directly even

though their sentence was not complete yet. They shadowed it until the fourth replaying. After all

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the shadowing activity finished, the students wrote their sentence in the paper. Then, the students

found the meaning of the sentence that they shadowed and wrote by matching it with the choices

prepared in their worksheet.

The meeting after meeting two of cycle two was for post-test II. It was done in October 18,

2016. The mean score of the listening test in post-test II was 75. The percentage of the students

passing the minimum mastery criteria was 77.8%. Thus, it can be said that cycle two was

successful.

The Students’ Responses

In meeting one of this cycle two, the students seemed comfortable with shadowing model

applied by the lecturer. Most of the students were active when the time to shadow the listening text

came. They were not afraid anymore of making mistakes even though they were not sure about

what they heard whether or not it was the same as the speaker said in the recording. Besides, they

looked so happy after shadowing together with entire the class. They could follow others‟ saying

when shadowing. They looked confident to tell their sentence and their finding of the meaning of

the sentence they had written.

The students seemed very comfortable with shadowing model in meeting two of this cycle.

They followed what the lecturer instructed. It was proven by all of the students who were

shadowing the sentence of the second speaker‟s saying in the recording after the first playing. They

did it loudly. They said the sentence and the meaning of the sentence without being asked by the

lecturer. They were very happy when knowing that their answer was true.

Findings

Besides improving listening skill of the students, the researcher found that shadowing which

was applied in the listening class could improve students‟ vocabularies and spelling. When the

students listened what the speaker said then wrote it, they often found some new words that they did

not know before. Nation in Alqahtani (2015: 22) states that a language use can increase the

knowledge of the vocabularies. The language use of this research is in the listening. This is

strengthened by Renukadevi (2014: 60) who argues that listening can help the learners to acquire

pronunciation, word stress, vocabulary, and syntax based on what the speaker says. Then, the

increase of the vocabularies itself was also followed by the improvement of the students‟ spelling.

They could distinguish the spelling of words which had similar sounds. They did it by writing and

understanding the context of what the speaker was talking about. The activities in shadowing really

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could enrich their vocabularies and spelling as well. Meanwhile, the listening itself can improve the

students‟ speaking skill. In this case, the students imitated the speakers‟ sayings and practiced them

in their speaking. This finding is supported by Sun (2009: 56) who states that listening can improve

speaking.

CONCLUSIONS

The followings are the conclusions based on the results of this research.

1. Shadowing could improve listening skill in the third semester students of English

department of education faculty of Hasyim Asy‟ari University (UNHASY) Tebuireng

Jombang in the academic year of 2016/2017.

2. The lecturer‟s activities in cycle one was as what she planned for cycle one. She still stood

in front of the class while playing and replaying the listening text. She did not give the time

limitation for shadowing and writing the sentence of the second speaker‟s saying. She still

let the students not shadow the sentence as soon as they heard it. But the lecturer‟s activities

had good progress in cycle two. She motivated her students to shadow as soon as they could

catch the sentence of the second speaker‟s saying. She also gave the time limitation for

shadowing and writing the sentence of the second speaker‟s saying.

3. The students‟ activities got good progress from cycle one to cycle two. Mostly, they

shadowed the sentence in the second replaying. But all of the students shadowed the

sentence as soon as they heard it in meeting two of cycle two. Then, their mean score also

got improvement, from 74.2 in cycle one and 75 in cycle two. Meanwhile, the percentages

of the students who got 75 as the minimum mastery criteria were 61% in cycle one and

77.8% in cycle two.

4. The students‟ responses also were different between cycle one and cycle two. In cycle one,

most of the students were still confused and silent when the model of shadowing was

applied in their class. But all of them were active by shadowing directly as soon as they

heard the sentence of the second speaker‟s saying. Besides, they looked very satisfied after

the class.

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https://dspace.mah.se/bitstream/handle/2043/15340/108978_the_art_of_eduinq_vol3_no4_d

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Alqahtani, M. 2015. The Importance of Vocabulary in Language Learning and How to be Taught.

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Creating an English Computer Game as an Interactive Material in Teaching English to Young Learner (TEYL)

Aprilian Ria Adisti State Institute for Islamic Studies (IAIN) Salatiga [email protected]

ABSTRACT

This study aims at explaining the interactive materials that were needed in Teaching English to

Young Learner, creating an English computer game into an interactive material, and examining the

effective of the implementation of an English computer game as an interactive material in Teaching

English to Young Learner to the first-grade students of elementary school. The study used Research

and Development (R&D) adapted from Hutchinson and Water (1987:53-56) and by Borg and Gall

(1985). The study had seven stages, they were: (1) conducting a need analysis of the first-grade

students, (2) writing the course grid such as lesson plan and map of interactive material, (3)

developing preliminary form of English computer game, (4) preliminary field testing by English

teacher, English learning expert, and ICT learning expert, (5) revising the English computer game,

(6) trying out, and (7) writing the final draft of the use of English computer game for Teaching

English to Young Learners. The result of the study showed that students got better achievement in


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learning English. It could be seen from the result between pre-test and post-test using t-test

formula. The result showed t value > t table; 7.165 > 2.021, it meant that there was a significant

difference between pre-test and post-test. The post-test was higher that pre-test. The mean of pre-

test was 65.2 while the mean of post-test was 87.44. It was also strengthened by the result of the

interview which concluded that students liked learning English through this interactive material.

Keywords: Teaching English to Young Learner, an English computer game, interactive material

ABSTRAK

Artikel ini bertujuan untuk menjelaskan tentang materi interaktif yang dibutuhkan dalam

pengajaran bahasa Inggris untuk anak-anak, menciptakan game komputer bahasa Inggris sebagai

interaktif material, serta menguji seberapa efektif implementasi dari sebuah game komputer bahasa

Inggris dalam pengajaran bahasa Inggris untuk anak-anak pada kelas satu Sekolah Dasar.

Penelitian menggunakan metode Research and Developing (R&D) yang diadaptasi dari Hutchinson

dan Water (1987:53-56) and oleh Borg dan Gall (1985). Penelitian memiliki tujuh langkah-

langkah, yakni : (1) membuat sebuah analisis kebutuhan pembelajaran pada kelas satu Sekolah

Dasar, (2) menulis course grid seperti rencana pembelajaran dan peta konsep untuk pembuatan

materi interaktif, (3) mengembangkan format awal game komputer bahasa Inggris, (4) mengetes

produk game komputer bahasa Inggris oleh guru bahasa Inggris, ahli pengajaran bahasa Inggris,

serta ahli ICT, (5) merevisi game komputer bahasa Inggris, (6) uji coba produk, (7) menulis draf

akhir penggunaan game komputer bahasa Inggris dalam pengajaran bahasa Inggris untuk anak-

anak. Hasil dari penelitian ini menunjukkan bahwa siswa memperoleh hasil yang lebih baik. Hasil

ini bisa ditunjukkan oleh t value > t table; 7.165 > 2.021, yang artinya ada peningkatan signifikan

antara hasil pre-test dan post-test. Hasil post-test lebih tinggi daripada pre-test, yakni rata-rata

pre-test 65.2 sedangkan post-test 87.44. Hasil ini juga diperkuat dari hasil wawancara yang

disimpulkan bahwa siswa menyukai belajar bahasa Inggris melalui interaktif material.

Kata Kunci: Pengajaran bahasa Inggris untuk anak-anak, Game komputer bahasa Inggris, Materi

interaktif

INTRODUCTION

English is an international language. Indonesian students learn English as foreign language.

English is introduced for the first time for students in junior high school before 1994. They learnt

English from the very beginning level, such as the introduction of vocabularies, simple grammar,

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etc. Since the need for mastering English becomes higher every time, nowadays, the English subject

is given from the elementary school to senior high school levels, even from the first grade students

of elementary school.

Teaching English to Young Learner (TEYL) means teaching children in the first-grade of

elementary school. TEYL is considered as an important way to develop children English skill in the

future. The teachers need special treatments to young learner because sometimes they feel

enthusiastic, but sometimes they also do not care about anything. That is why the teacher should

introduce children in learning English through attractive method in order to raise their motivation

and enthusiasm in learning English. One of them is by developing interactive English material that

is designing an English computer game to make children interested in learning English.

The advancement of Information and Communication Technology (ICT) play a significant

role in learning process. Teaching English without supported by interactive material, is considered

as left behind. One kind of interactive material in teaching English is by designing an English

computer game. Basically, children like learning trough playing. An English computer game is

software that is designed for play and fun in learning English. By playing it, children are expected

to be more interested in learning English. They may not be aware that they are even learning

English. In their minds they are simply playing a game. Therefore, an English computer game as a

part of technology can be used to raise the cihildren enthusiasm in learning English.

Teaching English to Young Learner (TEYL) can use English computer game as an

interactive material for students. By playing game, student learn about vocabularies that are played

in the game. Since the purpose of teaching English in elementary school level is to introduce

English as an International language to students, so the most important thing for teacher in TEYL is

introduce vocabularies first to the students. Vocabularies are the main aspect of language. Slatterly

and Willis (2001) proposed the characteristics of young learners under seven years old in learning

vocabularies;

a. They acquire through hearing and experiencing lots of English, in much the same way they

acquire first language.

b. They learn things through playing; that are not consciously trying to learn new words or phrases.

c. They love playing with language sounds, imitating, and making funny noises.

d. They are not able to read and write in L1; important to recycle language through talk and play.

e. Their grammar will develop gradually on its own when exposed to lots English in context.

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Some studies agree that technology can be incorporated into Teaching English to Young

Learner. Deng (2006) observed 45 students and carried out a four months experiment by teaching

subjects in a traditional way during the first two months and then teaching students via games in the

last two months. The results of the experiment between game teaching and non-game teaching

indicate that it is beneficial to use games to promote language proficiency and vocabulary

acquisition.

Besides, Brian A Briggs (2010) conducted the study about the use of technology to increase

word recognition ability to kindergartens. The treatment group used digital cameras to define the

environment around them, while the control group had no exposure to the technology. The result

showed that in the control group scored higher in word recognition retention by at least 60% after

four weeks of the study. He suggested that the use of technology throughout the curriculum would

be a benefit for children in learning English. Of course, the result of his study proved that Teaching

English to Young Learner through technology can motivate students in learning English.

In this present research, I focus to compare the research conducted by Deng (2006) and

Brian A Brigg (2010) in some aspects. The first aspect, Deng (2006) observed some students who

taught by traditional way and those who taught by game in learning English but he did not use

computer game, while Brian A Briggs (2010) conducted the research to some students who taught

English used technology, that was digital camera. In this research, however, I only focus to apply

computer game as interacting material in Teaching English to Young Learner. The second aspect as

the novelty aspect, I focus to create English computer game as interactive material in Teaching

English to Young Learner. I also use Research and Development (R&D) as the methodology in

creating English computer game as interactive material in Teaching English to Young Learner,

especially to the first grade of elementary students.

A computer game is software that is designed for play and fun. The game is constructed

with certain rules and instruction to achieve specific goals usually through several levels. In facts,

people or children spend hours to play and finish a computer game. It indicates that computer game

is very engaging and attractive. Teachers can use this chance to teach vocabulary to students. By

using computer game, students are expected to be more interested in learning English especially

learning vocabulary through a computer game.

Vocabulary is important aspect in learning English. According to Cameron (2010:72),

vocabulary is central to the learning of a foreign language at primary level. In addition, David

Nunan (1991:118) stated that the development of rich vocabulary is an important element in the

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acquisition of a second language, include young learners. Based on the statements before, it is

implied that vocabulary is one of the language skill elements that has an important role for young

learners in learning languages. Teachers should teach students how to use vocabulary to convey

their ideas, teaching, and knowledge. In general, teaching vocabulary especially for young learners

is not easy. Thus, teachers need more creativity in teaching vocabulary to young learners.

As mentioned above, the use of English computer game can encourage students to enrich

their vocabularies. They can learn through play. English computer game is considered as an

interactive material for teaching vocabularies to the first-grade students of elementary school. When

it is used appropriately, it can be a very valuable resource in Teaching English to Young Learner

(TEYL).

RESEARCH METHOD

In this study, I used Research dan Development (R&D) method. Based on the above

background, I propose to put forward the following questions:

(1) Which interactive materials are needed in Teaching English to Young Learner?

(2) How can an English computer game be developed into an interactive material for

Teaching English to Young Learner?

(3) How effective is the implementation of an English computer game as an interactive

material in Teaching English to Young Learner?

Objectives of Study

The objectives of this study were to explain the interactive materials that are needed for

Teaching English to Young Learner to the first-grade students of elementary school, to design and

develop an English computer game into an interactive material, and to examine the effective of the

implementation of an English computer game as an interactive material in Teaching English to

Young Learner to first-grade students of elementary school.

Research Procedures

Based on the purpose of this study, that is to develop a finished product that can be used

effectively in an educational program, this study is classified as R & D category (Borg, 1981:712).

The major purpose of R & D is not to formulate or to test theory but to develop the effectiveness of

a product for use in classes. Products produced by R & D are generally quite extensive in terms of

objectives, personnel, and time to completion. In this study, the subject of this study was an English

computer game as an interactive material.

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The subjects of the study are the interactive material, 25 first-grade students of SD IT Ulil

Albab, English teachers, English lecturers as the teaching expert, and ICT learning experts. The

research framework in this research is drawn below:

Figure 1: Research Procedures

According to figure 1 above, there were seven stages. They were (1) Conducting a Needs

Analysis, (2) Writing the Course Grid, (3) Developing Preliminary Form of Products, (4)

Preliminary Main Testing by English Teacher, English Teaching Experts, and ICT Learning

Experts, (5) Revising the Designed Materials, (6) Trying Out, and (7) Writing the Final raft of the

Materials.

Instruments were needed to conduct the analysis. The type of instrument that was used to

gather the data were observation, interview, questionnaire, and test. Observation was done in the

first step. Then based on observation, I made the analysis about students‟ need and students‟

character by writing field notes, gathering documents, etc. Interview was given to support the main

data. It was conducted for knowing students‟ need in learning vocabulary. Questionnaire was given

DEFINE Stage 1 : Conducting a needs analysis

DESIGN Stage 2 : Writing the course grid

DEVELOP

Stage 3: Developing preliminary form of products

Stage 4 : Preliminary main testing by English teacher, English

teaching experts, and ICT learning expert

Stage 5 : Revising the designed materials

Stage 6 : Trying out

Stage 7: Writing the final draft of the materials

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in the forth stage that was given to develop the product. The tests were given to measure students‟

achievement in learning English. It was also used to indicate the effectiveness of using an English

computer game as an interactive material in Teaching English to Young Learner.

DISCUSSION

This section discussed the result of the development. It consisted of seven sections. Those

were explained in the following section in detaikl.

Conducting Analysis

It was the first step that was used to obtain the information of the learners‟ characteristics

and needs in learning English. I started conducting a need analysis by interviewing the English

teacher. The questions were about the English material, method of teaching English, and also the

result of English learning during the teaching and learning process. Furthermore, I also interviewed

some students about their opinion of learning English. This question was important to know what

they wanted in learning English.

I started conducting a need analysis by interviewing the English teacher. The questions were

about the English material, method of teaching English, and also the result of English laerning

during the teaching and learning process. The schedule for English subject in SD IT Ulil Albab held

twice in a week, that was Monday and Thursday. The duration was 35 minutes for each meeting.

Before using this interactive material, students wew taught use a work sheet. Sometimes teacher

also used pictures as media for teaching them. In SD IT ulil Albab, there were facilities like

computer and laptop. But the teacher had never used them as a media for teaching.

According to teacher‟s opinion, students sometimes felt bored in learning English since the

materials were not interesting. They just learned from the book. It made them learn English

passively because they just read from the book then did the task. Some students said that English

was boring subject. They did not want to learn English because they felt that this subject was very

difficult to be learned. They preferred to learn other subject than to learn English lesson. They also

said that they often forget about vocabulary that they had learned because they felt so difficult to

memorize the vocabulary from the book. Based on the result of the interview from teacher and

students, I took the conclusion that students need interactive material to support their eager in

learning English.

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Writing the Course Grid

This step was used as the guideline in developing the materials. In constructing the

material, I made lesson plan that was used as guidance during English learning process. I also

arranged the map of interactive materials which related to the Standard Competence and Basic

Competence. The map of interactive material could be seen below;

Figure 2 Map of Interactive Material

Skill Objectives Activities Students are able to: Student operate their own computer to: Listening - Listen to the pronunciation

of the instructor about 20 names of animals.

- Listen to the animal’s sound Understand the simple

instructions in the English

game.

- Listen and watch the video. - Guess the sound of the animals.

Click the pictures of animal based on

the instruction.

Speaking Pronounce the new

vocabulary about 20 names

of the animals accurately.

- Imitate the pronunciation of the

instructor in the English computer

game which they are playing.

Repeat the voice of the instructor. Reading Read 20 names of the

animals - Answer the multiple choice questions

about the sound of the animals.

- Match the words with the pictures of

the animals.

Writing Type their name and grade

before play the English

computer game.

Click the fonts in the computer before

playing the game.

Developing Preliminary Form of Products

In this step, the materials were developed based on the course grid that was written in the

previous step. I started constructing computer game as an interactive material for students that was

appropriated with lesson plan. The developing the materials were contains topic that was about

animal, vocabulary focus, and also skills of English such listening, speaking, and reading and

writing. The steps of developing the materials are:

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Determined the Topic

According to the syllabus and lesson plan, the topic was about the animals. I just focus on one

topic since the limited of time and it was also the request from the teacher. This topic had never

be taught by the teacher before.

Determined vocabulary that would be taught

There were 20 names of the animals that had to be known bu students. Those names of the

animals would be taught in the English computer game. At the end of the game, students would

do quisses about them.

Designed the quizzes

There were three konds of quizzes in the English computer game such as: mention the name of

the animals, guess the sound of the animals, and click the picture of the animals based on the

instruction.

Arranged the lay out of the materials

Here designed the pictures of the animals, provides the video about animals, provides the

animal‟s sound, provide the animations, record the dubber, provide the background and also the

backsound of the game.

Preliminary Main Testing by English Teacher, English Teaching Experts, and ICT Learning

Experts

The development of the English computer game had validated by two English teachers, two

English teaching expert, and two ICT learning expert. There were 15 questions below to each

indicator in scoring sheets. To score each indicator, the experts had to put a check (V) mark on one

of the available score columns in the table. The meaning of each score is; score 0 means totally

lacking, score 1 means weak, score 2 means adequate, score 3 means good, and score 4 means

excellent. The detailed of the judgment was shown below:

- The computer game that has designed is appropriate with Standard Competence and Basic

Competence of the School Based Curriculum for the first grade students of Elementary level.

- The computer game that has designed fulfills the needs of the learners in level of the first-grade

students of Elementary level.

- The computer game that has designed eases students to learn English effectively.

- The computer game that has designed fits the background of students‟ age, culture and interest.

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- Vocabularies that are used in computer game are appropriate with Elementary students‟ level.

- The computer game that has designed makes students more active in learning English.

- The quizzes in computer game are interesting and enjoyable for students.

- The instructions in every activity in computer game are clear for both the teacher and the

students.

- The organization of the activity in computer game is clearly structured.

- The lay-out of the computer game is interesting for both the teacher and students.

- The pictures in the computer game attract students to play it.

- The audio and video in the computer game are clear to be listened and seen.

- The fonts in the computer game are easy reading for students.

- The pronunciation and intonation of the dubber are clear to be listened by students in the first-

grade of elementary level.

- Generally, the computer game is easy to play for the students of the first-grade elementary

level.

For the validation of the questionnaire above, the first English teacher judged excellent for

questions point 1,2,3,4,5,6,7,8,10,11,12,13,15 and good for questions point 9,14. For the second

English teacher judged excellent for questions point 2,3,4,5,6,8,10,11,12,13,14,15 and good for

questions point 1,7,9.

For the validation from the first English teaching expert judged excellent for all questions

point 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15. For the second English teaching expert judged excellent

for questions 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15.

For the validation from the first ICT learning expert judged excellent for the questions

points 1,3,4,5,6,7,8,9,10,11,13,14,15 and good for questions point 2,12. For the second ICT

learning expert judged excellent for questions point 1, 2,3,5,6,8,11,13,14,15 and good for questions

point 4,7,9,10,12.

According to the result of the questionnaire from experts‟ judgment, this interactive

material was judged as valid product. We could see from the judgment that only two categories

were chosen, they were good and excellent. It meant that English computer game could be used as

interactive material in teaching vocabulary to the first-grade students of elementary school.

Revising the Designed Materials

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In this step, the designed materials were revised as suggested by the feedback. There were

some suggestions from 3 expert judgments. According to the result of the questionnaire, I made

some revisions to the English game which included: (1) the materials, (2) the lay out (such as

pictures, video, back ground of the game), (3) the quizzes in the game, (4) the voice of the dubber,

and (5) the instructions of the game.

Trying Out

The try-out conducted to know whether the materials were appropriate or not for the

students. Since the subject was the first level students of elementary school, I need the teacher‟s

opinion and suggestion to judge whether this interactive material was appropriate or not for the

students. Before I gave this interactive material for students, I played this English game to the

teacher. I asked her whether this English game appropriate with material or not, and whether this

English game was easy to play for the first level student of SD IT Ulil Albab or not.

Beside asked to the teacher, I also conducted try out to the students. One by one student

tried play the game but not all section. I just wanted to make sure whether they could play the game

easily or not. Surprisingly, the students were very enthusiastic with this activity. All of the students

also did not feel difficulties to play the game. They played the game by themselves by clicked the

mouse to operate it. Sometimes they asked about the meaning of the instruction but after I gave

little bit explanation, they understood and continued play the game easily. It indicated that students

could play the game, so for the next step I could use this game as an interactive material for

teaching vocabulary for them, especially about the animal.

Before I gave an English computer game to the students, I conducted the pre-test first. The

use of pre-test was important to measure the effectiveness of English computer game to improve

students‟ ability in learning vocabulary. The result of pre-test would be compared to the result of

the post-test after students learned vocabulary used English computer game as interactive material.

According to the result between pre-test and post-test, the result of post-test was higher than pre-

test. It could be seen from the mean of pre-test and post-test, which is 65.2 for pre-test and 87.44 for

post-test. Students got improvement in post-test score after they used computer game as interactive

material for learning vocabulary. All of the students passed the passing score. They did the quizzes

well, and got better result than in pre-test. It indicated that an English computer game could be used

as interactive material for improving students‟ vocabulary. Based on the result in post-test, the use

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of English computer game was considered effective to raise not only students‟ score but also

students‟ eager in learning vocabulary.

Writing the Final Draft of the Materials

This step was done after revising the designed materials. The final result was the English

learning materials for the first-grade elementary students. It was the fix English computer game that

could be used as an interactive material for teaching vocabulary especially for the theme about

animals.

During the research, the students enjoyed the activities. They played the game

enthusiastically. All of the students were also said that they like playing Eglish game. They did not

feel bored during the activity. The result of this interview indicated that the use of participation of

English computer game as an interactive material could improve their eager in learning English.

This statement was also be proven by the result of the post-test. Students got better achievement

that pre-test. It could be seen in the comparison mean between pre-test and post-test. The mean

from pre-test was 65.2 while the mean from post-test was 87.44. by using t-test formula the result

also showed that there was a significant achievement of the students after they learn vocabulary

used this interactive material. Since t value > t table; 7.165 > 2.021, it meant that there was a

significant difference between pre-test and post-test group. The post-test was higher than the pre-

test. Moreover, the implementation of these interactive materials could be used for improving

students‟ achievement especially in learning vocabulary.

English computer game as an interactive material gave good contribution for teaching

vocabulary to the first-grade students of elementary school. Based on experts judgment, this product

was judged as valid product for teaching vocabulary. The teacher also gave opinion that this

interactive material was so useful for her to teach vocabulary to students. As the result, the use of

English computer game as an interactive material was ready to implement in teaching vocabulary to

the first-grade students of elementary shool.

CONCLUSIONS

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Before I conducted the research in SD IT Ulil Albab, the English lesson is always use

English book and work sheet to be the materials. Based on the teacher‟s opinion, students need the

interactive materials especially for learning vocabulary. Without used an interactive material,

students would feel difficulty to memorize the vocabulary. Some of the students also said in the

interview that they do no like learning English because for them English is a boring subject. The

English computer game was considered as an interactive material that was used for students to

improve their vocabulary. By playing the game, students learnt vocabulary enthusiastically. They

could memorize the words while playing the game. This method was considered more effective

than teaching them only use the English book and work sheet.

English computer game could be created to be an interactive material use seven stages;

conducting a need analysis, writing the course grid, developing preliminary form of products,

preliminary field testing by English teachers, English teaching experts, revising the designed

materials, trying out, and writing the final draft of the materials.

English computer game was considered very effective to be implemented in teaching

vocabulary to the first grade students of Elementary School. It could be seen from the comparison

result between pre-test and ost-test. The mean of pre-test was 65.2 while the mean of post-test was

87.44. To know how the significant of the students‟ achievement, I calculated using t-test formula.

The result showed t value > t table; 7.165 > 2.021, it meant that there was a significant difference

between pre-test and post-test. The post-test was higher than pre-test. It indicated that students got

significant achievement in learning vocabulary used English computer game as interactive material.

Before students learnt English from the English computer game, their score was not good enough

but since they learn vocabulary from the English computer game, their score was increase

effectively. It was also strengthened by the result of the interview which concluded that students

like learning through this interactive material. Finally, I recommended an English computer game

as interactive materials for learning vocabulary, especially in Teaching English to Young Learner.

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Developing Teachers’ Guide to Use Facebook Group in a Blended Writing Course (A Research and Development in IAIN Surakarta)

Roko Patria Jati Graduate Program of English Education of FKIP UNS [email protected]

ABSTRACT

This study aimed to investigatethe existence and the quality of any teachers’ guides used for Writing

Course in IAIN Surakarta as well as the level of need and related criteria for development. Besides,

the developmental steps in developing new teachers’ guide (to use Facebook Group in a blended

Writing Course) were also investigated. This research-based development (R&D) was conducted in

IAIN Surakarta by involving ten teachers and 115 students. The findings of this study were obtained

through some qualitative techniques, such as interview, observation, document analysis, and focus

group. As the results,it was found that among ten tertiary teachers, only one of them using teachers’

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guide or book to teach in the Writing Course. However, nine of them stated their need on the

proposed product and one stated his uncertainty. Further, the related supportswere also shown by

majority of the students involved. Afterward, the draft was developed by considering some

suggested criteria of development. After being validated by the related expert, the product was then

field tested involvingthree teachers and 48 students. Through the tryouts conducted, the level of

feasibility on the procedure had improved significantly to 97%, 94% and 92% in the last three

tryoutsdelivered by three different teachers. The tryout was terminated as suggested by the field

expert and after the supervisor stated the credible justification had been reached. Finally, after

being revised as recommended, the teachers’ guide was ready-to-use in a blended writing course

context.

Keywords: Teachers’ guide, Facebook Group, blended Writing Course

ABSTRAK

Penelitian ini bertujuan untuk mengkaji keberadaan serta kualitas dari buku panduan guru yang

digunakan untuk mata kuliah Writing di IAIN Surakarta serta tingkat kebutuhan dan kriteria-

kriteria yang terkait pengembangan. Disamping itu, penelitian ini juga menginvestigasi langkah-

langkah dalam mengembangkan buku panduan guru.Penelitian pengembangan ini

diselenggarakan di IAIN Surakarta dengan melibatkan 10 dosen dan 115 mahasiswa. Temuan

dari penelitian ini diperoleh melalui sejumlah teknik kualitatif seperti wawancara, pengamatan,

analisis dokumen dan FGD. Hasilnya, ditemukan bahwa dari 10 dosen tersebut hanya 1 orang

yang memanfaatkan buku panduan guru dalam mengampu matakuliah Writing. Meski demikian, 9

orang merasa memerlukan produk tersebut sementara 1 sisanya masih belum pasti. Kebutuhan

serupa juga ditunjukkan oleh kebanyakan siswa yang terlibat. Kemudian, draf dikembangkan

dengan mempertimbangkan criteria pengembangan yang disarankan. Setelah mendapatkan

validasi pakar, produk diujikan dengan melibatkan 3 dosen dan 48 mahasiswa.Melalui uji coba

yang dilakukan, tingkat kelayakan prosedur meningkat secara signifikan di atas 90%.

Kata Kunci: Teachers’s guide, Facebook Group, blended Writing Course.

INTRODUCTION

Technology is a main cause of rapid changes in globalization era, including in education.

The new educational methods which considerably meet the challenge of rapidly growing

technology are usually related to e-learning, also termed as online learning. Tri, Made, and Boedhi,

2007: 101) mention that e-learning or electronic learning is a concept of ICT-based learning

especially in the usage of internet-based media. However, regardless many promising features of

online instruction, certain pitfalls of online instruction have been identified regarding its limited

capability to engage learners in learning events unless the learners were self-motivated and active

learners (Daniels and Moore, 2000).

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Being displeased with e-learning, blended learning has recently received increased usage

among academic institutions and private companies that have many opportunities associated with

time and place (Picciano, 2006). The major thrust of blended instruction is to overcome the

shortcomings of online instruction and utilize various instructional sequencing and delivery

strategies to enhance learner satisfaction while also achieving increased learning outcomes. In this

case, face-to-face learning should be synchronized with e-leaning as the answer to nowadays

technological challenge.

In Indonesia, there are several higher education institutions working on this blended

learning project. It was started when Indonesia Ministrial of Education put effort to develop

distance learning in higher education through a strategic plan issued in 2005. There are several

higher education institutions which were appointed to implement the piloting projects such as ITB,

ITS, UGM, IPB, UI, UNRI, UNDANA, UNHAS, PENS, dan POLMAL. Dissemination of this

project is addressed to UNLAM, UM, UNY, UNP, UNHALU, UNCEN and other institutions

(Renstra Depdiknas, 2005: 98).

Blended learning is regarded by many higher education institutions as a solution for

responding the new intervention and role of technology. For example, UniversitasSebelasMaret

(UNS) has prepared a long term program for the period of 2009-2029 which includes management

and staff preparation for ICT implementation. The UNS Rector states that blended learning is

applied in his campus by providing online course materials for structured task-based learning as

well as self learning. For the progress, there are around a third of thousands of course material of

374 courses are provided online (Kontak UNS, 6th

February 2013: 4).

According to Graham, 2006: 11), blended learning at the institutional and program levels is

often left to the maturity of the learner, while designers and instructors are more likely to take a role

in prescribing the blend at the course and activity levels. In addition, Huang, Ma and Zhang, 2008:

7-9) state that development of course materialsin blended learning design model is actually only one

of two blended learning‟s feet. Another foot which is even more important is the design of a unit or

an activity. Therefore, besides designing the online materials, the teachers should more importantly

get familiar with any online tools or media. This will help them in the development of blended

learning process at course level as well as activity model.

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Designing a unit of blended learning process or only a single activity of blended learning is

not something restricted in Indonesia. Instead, the regulation of a credit unit combining face-to-face

meeting, structured task, and self learning (PP No 17 Tahun 2010 article 87 and Kepmendiknas No

232/U/2000 article 1) is considered by some experts as a blended learning. On the other hand, other

experts still require the element of online learning to refer it as a blended learning. Somehow, the

related regulations above have proved that the existence of SKS is aimed at supporting a blended

learning model, especially at the course level by teachers. However, many of them do not even

really care with the significance of such regulation.

A new trend of combining face-to-face and online learning or called as blended learning is

actually applicable for any courses. Viewed from the website original idea and its development, one

of the closest courses is a Writing Course. Writing activities in any Writing Courses can be

facilitated by any online tools or media. The existing media have made writing processes become

much simpler. Writers or learners can just write something and share it online. Afterward, they can

easily get some comments for their writing and make revision and edit based on those comments.

The challenge and opportunity then is for any Writing Courseteachers to develop those activities

and arrange them in a unit of a course.

However, the state-of-the-art condition of writing course in IAIN Surakarta was not yet

upgraded to meet the challenge of blended learning as the up-to-date context. In fact, the related

parties in IAIN Surakarta actually had their own potentials to do so.From the preliminary

observation of this research, I found that the teachers were already familiar with social media and

Facebook has become the most popular one. There were about seven Facebook Groups found in

association to IAIN Surakarta. However, the contents posted there were not yet purposed for

facilitating online learning activities. They were mainly posted for educational information and a

little bit of course materials. Those materials were not followed with related online activities. No

specific activities were determined and developed to really make use of Facebook Group as a tool

for online learning activities. To conclude, there was obviously a gap between the existing condition

and the recent context which must be connected in the development of any educational products

including teachers‟ guides.

Objectives

This research-based development was conducted for the purposes of investigating the

existence as well as the quality of any teachers‟ guides used for Writing Course in IAIN Surakarta.

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Besides, the level of need and the criteria for the proposed product were also investigated from the

Writing Course teachers and their students. In this case, the proposed product was a new teachers‟

guide to use Facebook Group in a blended Writing Course. Afterward, this research was continued

with the next purpose of investigating several developmental steps implemented to develop the

proposed product in IAIN Surakarta.

Teachers’ guide

The term „teachers‟ guide‟ and „teachers‟ book‟ are interchangeably used by Cunningsworth

and Kusel, 1991 and Cunningsworth, 1995) to refer to the same educational product. According to

Cunningsworth, 1995: 112), a good teachers‟ book is guidelines on how to make the best use of the

course, detailed plans for teaching each unit and keys to the exercises, besides a number of possible

roles or functions that teachers‟ book can fulfill. From the explanation above, it can be concluded

that teachers‟ guide (TG) is a guideline intended to guide certain teachers in teaching or delivering

certain course. TGs usually take a role as a companion of related materials (textbook, etc); however,

recent development of technology has forced TG to be guidance for using media or technology.

Product and Process of Writing

Traditionally, a distinction has been drawn between the learning activities which focus on

products and the activities which focus on process in curriculum practice, including in teaching or

learning writing. In the product oriented approach, teachers pay attention to the learners‟ final

product of writing with a list of criteria including content, organization, vocabulary use,

grammatical use, and mechanical considerations such as spelling and punctuation (Brown, 2001:

335). Process approach, on the other hand, focuses more on the various classroom activities which

are believed to promote the development of skilled language use (Nunan, 1991). The new emphasis

on the process, however, must be seen in the prospective of a balance between process and product.

“The product is, after all, the ultimate goal; it is the reason that we go through the process of

prewriting, drafting, revising, and editing” (Brown, 2001: 337). Therefore, in a blended Writing

Course, the processes need to be designed on which of them fit in the typical face-to-face meeting

and which fit in the typical online activity.

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Blended learning

Blended learning is defined by many as a combination of two pedagogical approaches,

classroom or face-to-face and e-learning (Garrison and Vaughan, 2008; Arbaugh, Desai, Rau and

Sridhar, 2010; Graham, 2006). However, some other experts are taking a broader view in that it is a

mix of delivery methods and goes beyond e-learning and classrooms to accommodate the various

learning needs of a diverse audience in a variety of subjects (King and Mc. Sporran, 2005).

Graham (2006: 4) explores three most commonly mentioned definitions as documented by Graham,

Allen, and Ure, they are: (1) combining instructional modalities (or delivery media); (2) combining

instructional methods; and (3) combining online and face-to-face instruction. The first two positions

reflect the debate on the influences of media versus method on learning. Both of these positions

suffer from the problem that they define BL so broadly that they encompass actually all learning

systems. One would be hard-pressed to find any learning system that did not involve multiple

instructional methods and multiple delivery media. Thus defining blended learning in either of these

two ways waters down the definition and does not get the essence of what blended learning is and

why it is exciting to so many people. In other hand, the third position more accurately reflects the

historical emergence of blended learning systems.

In defining blended learning, Graham (2006: 5) states that blended learning systems

combine face-to-face instruction with computer-mediated instruction. It reflects the idea that

blended learning is the combination of instruction from two historically separate models of teaching

and learning: traditional face-to-face learning systems and distributed learning systems. It also

emphasizes the central role of computer-based technologies in blended learning. Based on several

definitions above, blended learning can be defined as a combination between face-to-face learning

and e-learning in order to blend the positive things of both instructional models.

According to Graham (2006: 10-12), blended learning occurs at one of the following 4

(four) levels: (1) activity level; (2) course level, (3) program level, or (4) institutional level. Across

all four levels, the nature of the blends is determined by the learner or the designer or instructor.

Blending at the institutional and program levels is often left to the discretion of the learner, while

designers and instructors are more likely to take a role in prescribing the blend at the course and

activity levels.

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Facebook Group

Facebook Group is one of Facebook‟s popular features to privately connect with specific

sets of people, like family, teammates or coworkers. Through this private space, members can share

updates, photos or documents and message other group members. Creator or admin can also select

one of three privacy options for the created group (www.facebook.com/help). Founded at February

4, 2004 by Mark Zuckerberg, Facebook as a social networking site has quickly become one of the

most used and visited platforms to communicate and connect. The Education Foundation (2013: 2)

notes that there were 1.1 billion people using Facebook around the world by May 2013.

In realizing their mission, Facebook has been working with schools, colleges, universities

and other related parties to better understand how the service can be used in and out of classrooms

as a tool for learning and harness its potential to improve learning outcomes for young people.

Meanwhile, the use of Web 2.0 tools (including Facebook) is becoming more widespread and has

been much examined in the language learning classroom, e.g. Promnitz-Hayashi (2011); Greenhow,

Robelia, and Hughes (2009); Fontana (2009). As a result of their project, The Education Foundation

(2013: 4) sees Facebook as a vital tool for teaching and learning in the 21st century and for making

education more social. It is an essential „toolbox for educators‟ in schools, colleges, universities and

other learning settings to open up, inspire and catalyze young people‟s learning.

Rationale

Many teachers have already practiced the product and process-oriented method of writing in

balance. However, only few of them consider ICT as the up-to-date global context influencing the

context of teaching and learning. Some teachers seem reluctant to move from their traditional

Writing Course to the new context of teaching and learning as the logical consequences. Not fully

online, it is a blended learning aiming to blend the positive things of both face-to-face and online

learning. To realize this blended learning, certain supporting online tool is required and Facebook as

one of the most popular media has a great potential to be developed accordingly.

Like it or not, the change is right in front of teachers‟ eyes and should be responded wisely.

To carefully give respond to that aggressive change, teachers had better follow the procedures of

development as suggested in a research-based development. First of all, they need to investigate

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their students‟ needs, whether the students really need such change in educational context or not.

When the answer is „yes‟, then the teacher should collect several supporting teachers‟ guides to be

selected. This kind of selection has reduced the potential effort of adaptation a little bit, compared to

no selection at all. Furthermore, the same effort could even be reduced more if the teachers are

willing to produce their own teachers‟ guide. By producing own teachers‟ guide, the learning

procedure can be designed and then field-tested necessarily based on the real local context. Afterall,

such development will be able to improve the quality of teaching and give the best learning

experience for all the students.

RESEARCH METHOD

In this study, the sophisticated method of R&D was used to develop a product, that is, a

teachers‟ guide (TG) suggesting a procedure for having online learning in a blended Writing Course

context. As stated by Gall, Joyce and Borg (2003: 569), this method is an industry-based

development model in which the findings of the research are used to design new products and

procedures, which then are systematically field-tested, evaluated, and refined until they meet

specified criteria of effectiveness, quality, or similar standard. In other words, the product produced

from the process of R&D is a validated, fine-tested and ready-to-use product.

Procedure

Simplifying ten steps of R&D by Borg and Gall (1983: 775-776), the steps of this study

consisted of: (1) studying research findings pertinent to the product to be developed; (2) developing

the product based on these findings; (3) field testing it in the setting where it will be used

eventually; and (4) revising to correct the deficiencies found in the field-testing stage. In more

rigorous programs of R & D, this cycle is repeated until the field-test data indicate that the product

meets its behaviorally defined objectives.

Setting

This study was conducted at Institut Agama Islam Negeri (IAIN) Surakarta located in

Kartasura, Sukoharjo, Jawa Tengah. The exploration was carried out from December 2012 until

November 2013, while the developmental phase was in the odd semester of 2013/2014 academic

year, starting from October 2013 until February 2014.

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Subjects

The subjects of this study are varied. They are selected purposivelyto get any relevant data

to develop and validate the proposed educational product. In the exploration stage, there were ten

teachers and 67 students involved; while three teachers, two experts, and 48 students participated in

the developmental stage.

Technique of collecting data

The findings of this study were obtained through some techniques such as interview,

observation, document analysis, and questionnaire. In addition,I also applied focus group as a

recently popular qualitative technique (Wilson, 1997; Morgan, 1996).

Technique of validating data

In order to cross-check and develop the data validity or trustworthiness of this research, two

triangulation techniques, i.e. sources and theories, were used by the researcher. There are four

techniques of triangulation as stated by Denzin in Lincoln and Guba (1985: 305), they are: (1)

sources; (2) investigators; (3) methods; and (4) theories. Besides, other techniques or strategies

were also applicable such as prolonged engagement, persistent observation, member check, thick

description, and audit trail.

Technique of analyzing data

The process of qualitative data analysis was inductive and simultaneously conducted with the

process of collecting data in the form of reflection through various techniques of reflection. Every collected

data was interacted or compared with other unit of data to cross-check or develop the validity as well as to

categorize the data in accordance with the formulated problems. The analysis process was conducted by

applying a model by Dey (1993: 31-32) in which the data analysis is a circular process including the

activities of describing, classifying, and connecting.

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Drafting

The result of exploration led the researcher in arranging or preparing a draft of new product.

The arrangement of product consisted of several suggested criteria for development. In order to

make the draft theoretically credible, it was followed by some expert validation before tryout.

Tryout

In the tryout, the executing teacher delivered teaching based on the lesson plan (SAP) by

making use of the developed teachers‟ guide as the guideline. The tryout was conducted five times

by involving 3 teachers, 1 expert, and 48 students. As the nature of the suggested blended learning

was just to enhance or improve the face-to-face (traditional) learning, it was not necessary to

involve the whole class at once. Instead, they were grouped into several small groups to optimize

the online learning itself.

Monitoring and evaluation

During the tryout implementation, the researcher intensively monitored and recorded the

important or key points from the teacher‟s teaching, including strengths and weaknesses. Besides,

monitoring and recording were also referred to the students‟ response, activity, and progress or

achievement. After finishing a tryout, a discussion or teacher‟s evaluation was carried out to

evaluate the whole product.

Revision

Based on the evaluation, the researcher revised the draft of the product. The same revision

was also applicable for the following evaluation of tryout. This process was repeated sufficiently

until the draft meets the pre-determined criteria which were supported by some judgment from the

expert as well as the supervisor. After being terminated, the researcher may come to the final

revision of the draft.

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Expert’s role

In this research and development, the experts were involved in the process of validating the

draft of teachers‟ guide (pre-use validation) and evaluating the draft. After finishing the

arrangement of the first draft, the related expert of materials development was involved in the

process of pre-use validation in order to evaluate the draft just before being tested (tried-out) to the

field. Besides, another expert of Writing Course was also involved to give a judgment on the

feasibility of the draft after accomplishment of a tryout (in-use evaluation). The expert of materials

development involved in pre-use validation was Ibu Dewi Rochsantiningsih from Universitas

Sebelas Maret, while the expert of Writing Course was Bapak Zainal Muttaqien from IAIN

Surakarta.

RESULTS

Exploration

Existence and quality of TGs for Writing Course

In investigating the existence of teachers‟ guides for Writing Course in IAIN Surakarta, I

began with general questions asking about the existence of materials for language learning

involving anything that can be used to facilitate the learning of a language (Tomlinson, 2012: 143).

Starting from these general questions, the existence of teachers‟ guides could be sorted out easily.

As the result of questionnaire and interview on the general question asking about the

existence of TGs or other materials, all teachers or 10 respondents mentioned that they used them to

support Writing Course. Among 39 materials collected, 35 items were general materials for Writing

Course, 1 item was identified as TGs or teachers‟ book and 3 items were other materials for

teachers. The detailed distribution of materials for Writing can be seen in Figure 1.

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Figure 1. Language learning materials for Writing Course in IAIN Surakarta

From the categorization, there was one materialsorted out as teachers‟ guide or teachers‟

book. This could be initially indicated from the given title of the book. The book was entitled

Teacher’s Big Book of Graphic Organizers by Katherine S. McKnight. On the list of books title

written on the questionnaire, there was no other TG found. In fact, some TGs were available to

support the existing materials such as TG to Paragraph Writing (Zemachand Islam, 2005). The only

TG used and mentioned above was employed by Teacher F especially in drafting phase. Compared

to the usage of all materials, the percentage of using TG was only 2%.

The Teacher’s Big Book of Graphic Organizers (TBBGO) by McKnight (2010) basically

describes one of teaching and learning tools namely “Graphic Organizers”. The theories underlying

the existence of graphic organizer usage appear in Chapter 1 titled “Why Are Graphic Organizers

Such Important Tools for Teaching and Learning?” The theories are presented in a brief and concise

two-page-explanation, such as the multiple intelligence of Gardner (1993: 2006), the adjustment of

graphic organizers for all kinds of learners: forfor gifted children and students with special needs

(Cassidy, 1991) and for adult learners (Materna, 2007), theory of mental storage by Piaget (1974)

and Vygotsky (1962). Those underlying theories are considered sufficient and provide simple but

basic understanding on graphic organizers utilization.

Generally, this book discusses nothing on language content, but more on language skills

only. However, it is believed that the learning skills closely relates to language learning skills. The

skills here include brainstorming and idea generation, vocabulary development, note taking and

study skills, reading comprehension and writing as well, which later is developed in graphic

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organizers. The skills are not exclusively elaborated but used more to explain learning goals and

indicators in every use of graphic organizer. Graphic organizer of Power Thinking (PT), as the

example, provides explanation under the title stating that PT allows learners to organize ideas,

terms, vocabulary, and information hierarchically into main headings and subheadings.

For the implementation of teaching and learning, TBBGO provides basic foundation in

chapter 1 by subheading „Getting Started‟. The procedures proposed by the writer are only a matter

of suggestions or advices for specific instructional purposes such as modeling, individual and

collaborative learning, assessments, variations, and supports for students with special needs. Those

general procedures are then enriched with “Tips for Classroom Implementation” which is developed

for every organizer. Dealing with evaluation, TBBGO broadens teachers‟ knowledge that graphic

organizers can be used as evaluation tools. Finally, this 226-page book is presented in concise and

brief language to ease teachers‟ understanding. Overall, TBBGO has a good quality in presenting

graphic organizers as general learning tools, but not specifically as language learning tools.

Therefore, language teachers should give some extra effort on its adaptation or exploration for

language teaching.

Besides the evaluation for the existing TG, I also found a related TG to use Facebook for

teaching and learning which was relevant to be evaluated equally. The TG was titled Facebook

Guide for Educators (FGE) by The Education Foundation (2013). FGE is a teachers‟ guide (TG)

used in applying Facebook as teaching and learning tool. It consists of twenty pages which come up

in two sections: 1) the first main section of nine pages and four pages of appendices; and 2) the rest

seven pages of cover page, title page, contents, photos and acknowledgements. The main section

elaborates the introduction to facebook, the development of the book and the development of the

facebook usage. This book is developed based on some case studies of the facebook utilization at

schools.

There is no specific discussion on language contents and skills in this guideline. Further, no

theories or principles as well as teaching and learning evaluation is elaborated. Instead, the focus is

on facebook implementation in the process of teaching and learning. This book develops the

implementation separately in the main section and the appendices. In the main section, the

implementation is presented on the heading entitled “Facebook as a tool for teaching and learning”

and “Uses for Facebook in and around the classroom”. Meanwhile, the implementation is presented

on the heading entitled “Getting started with Facebook” in the appendices. Those three

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presentations do not have a focus on certain features such as Facebook group, Facebook page, etc.

They only elaborate the facebook utilization for teaching and learning processes in broad sense.

Eventhough the language presented in this guide is simple; the concern is not focused on language

teaching. Thus, this guide is such a good product related to Facebook as the learning tool but it still

requires more development to be used for language teaching.

Need analysis of the proposed product

As mentioned before, there was only one teachers‟ guide revealed (out of 39 materials)

during the exploration period. In further exploration, this small number of findings remains a big

gap with the teachers‟ real needs. Among ten teachers, nine mentioned their demands on the

teachers‟ guide to help them in presenting blended learning and one teacher stated his uncertainty.

The level of needs as shown above very much depends on the teachers‟ perceptions on the

suitability of the proposed product to the expected context. In this case, technologies and blended

learning are required since they are closely related to the context of globalization era. In the

interview, Teacher Z stated:

Saya kira, saya yakin (mahasiswa) lebih menyukai dengan teknologi ya, karena mereka kan

generasi baru jadi lebih akrab dengan teknologi.

I think, I believe (that students) prefer to have technology because they are new generation so

that they are more familiar with technology (TI.2).

Teacher T also had the same opinion about technology:

Kalau saya liat gelagatnya memang iya. Kalau tentang teknologi mahasiswa pasti sangat-sangat

senang sekali.

Seeing their habit, they do (like technology). If it is about technology, the students must be very

pleased (TI.1).

Supporting their teachers‟ opinions, the finding reflects high interest of the students in

employing technologies for the learning process. All the confirmed students (KA, IA, AA, and AS)

mentioned that the Writing Course should integrate technology accompanied by various learning

styles and practices. Further, they considered blended learning as new innovation in today modern

era.

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Besides clearly stated needs on the teachers‟ guide for implementing blended learning in

Writing Course, the teachers and students also showed their needs on the utilization of Fb Group in

a blended learning context as suggested in the product. This can be concluded from the exploration

of supports for Fb Group as well as supporting factors for blended learning such as facilities, related

skills and experiences on technology, and institutional policy. Facilities related to technological

usage consist of classroom, personal and public facilities. Classroom facilities come in LCD

projector and internet connections. After indicating whether they really need the related product or

not, then the teachers gave suggestions on the relevant criteria for product development.

Product Development

In this study, I planned to design a TG to use Facebook Group as an online medium in a

blended Writing Course context. By making use of this guide, the tertiary teachers –who are

supposed to be more familiar with social media, are introduced to the usage of Facebook Group as a

learning tool and to the recent learning context with technology called blended learning. Not only

presenting underlying theories and principles, this guide also gives adequate concerns on language

contents and teaching procedure as well as practical alternatives or models. Here I preferred

Facebook Group to any online platform such as Edmodo since their active users are much higher

than edmodo‟s. The familiarity of any social media is definitely influencing the effectiveness of

their notifications. The more frequent the users access any social medium, the more effective that

social medium will be.

Tryout

As mentioned before, tryout was held soon after the expert validated the developed

products. The procedure or learning model as suggested in teachers‟ guide (TG) was tested in

several tryouts. Tryout 1 was testing the procedure before having the trial as recommeded by the

TG. Tryout (TO) 1 resulted in 22% for the level of feasibility on procedure. The FGD 1 which

followed the TO 1 recommended the continuation of the tryout involving the same group of

students with the adjustment on learning procedure into RPC 1 hr. In the Tryout 2, the level of

feasibility on procedure improved into 75% and it was recommended to do the Tryout 3 involving

another group with the adjustment on learning procedure into RPC 1 hr+.The level of feasibility

sharply increased into 97% in Tryout 3. The mistake occured in Tryout 3 was only from personal

motivation.

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Based on the results of the tryouts as well as their significant progress, the field expert of

Writing Course recommended that the tryout could be terminated accordingly. He thought that the

teachers‟ guide was feasible enough to be a guideline in the real situation. Besides, all participants

of FGD 3 also claimed the same thing about the teachers‟ guide suggesting online learning in a

blended Writing Course context. Having them consulted to the first thesis supervisor, he suggested

that the tryout should be continued to involve two more teachers at least in order to increase the

credibility of the practical justification. The two additional tryouts were then conducted

simultaneously during the extended period of tryout resulted in 94% and 92% of the feasibility level

on the procedure.

Final draft

In the first three tryouts, there are several differences found before and after the tryouts. The

first difference is about the method‟s name. It is called as “Reading, Posting and Commenting

(RPC)”before the tryouts and later on it is added with “Checking” to be “Reading, Posting,

Checking and Commenting (RP2C)”. Before the tryout, the time for posting and commenting is

24hoursasynchronously, the tryouts lead to different direction where the time should be flexible. It

is 1hour of synchronous „prime time‟ plus additional times done asynchronously.Another difference

is on the teacher‟s activity where teacher keeps on checking the students‟ works from posting until

the learning has finished in one-hour-prime time. This differs from the previous procedure where

teacher was not demanded to play an active role of checking the students‟ works.

In addition, based on the evaluation as well as the recommendations from the executing

teachers of the two additional tryouts, I then made a list of revisions to be executed to finally

generate a final draft of the product. Besides the teacher‟s evaluation and recommendations, the

researcher‟s notes on the tryouts were also considered for listing up several revisions.

CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS

As the conclusion, concerning the existence of TG in IAIN Surakarta, I found only one TG

used for Writing Course in IAIN Surakarta. The only TG used was about graphic organizers entitled

Teacher’s Big Book of Graphic Organizers by Katherine S. McKnight. This TG was employed

partially by Teacher F to support his Writing Course, especially in drafting phase. In total, there

were 39 materials identified as language learning materials. The most commonly used materials (35

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materials) were called as general materials for Writing Course including textbooks/workbooks,

supplements to coursebooks, etc. The rest three materials were merely designed for teachers but

could not be identified as teachers‟ guide, such as methodology book, assessment book, etc. From

the evaluation of the teachers‟ guide, I found that the book is not specifically designed for teaching

language but teaching in general. It brings about consequences that teachers should give more effort

on its adaptation or exploration for language teaching.

For the second question concerning teachers‟ needs of the proposed product, I found that it

was significantly different from the investigation of the first question. Even there was only one

teachers‟ guide available; it does not mean that the teachers did not need such product. Based on

questionnaire and interview, I got a result that nine teachers considered teachers‟ guide (related to

teaching with technology) as their needs and one teacher stated his uncertainty. Besides, they also

supported and expected to have a product to use Facebook Group as the learning media and blended

learning as the learning context. In total, there were ten criteria advocated by the teachers for

product development.

Lastly, in developing the product, I involved two experts with their own different jobs. The

first expert, also called as material development expert, assessed and validated the product before

the field tryout while the second expert gave his judgment based on the field tryout. After being

validated, I tried out the product in the field to test the feasibility of the learning procedure as

suggested in the product. Evaluation of the tryout was facilitated through focus group discussion

(FGD) which was conducted after the tryout. Along with the teacher, I also determined several

criteria to evaluate the tested procedure so that the level of feasibility could be assessed easily.

Through five times of tryout conducted, the level of feasibility on the procedure had improved

significantly to 97%, 94% and 92% in the last three tryouts delivered by three different teachers.

The tryout was terminated as suggested by the field expert and after the supervisor stated the

credible justification had been reached. Finally, after being revised as recommended, the teachers‟

guide was ready-to-use in a blended writing course context.

Implications and suggestions

As it is concluded, there was only one teachers‟ guide available for Writing Course in IAIN

Surakarta. The rests were 38 materials for language learning which could not be categorized as

teachers‟ guide. However, this does not mean that teachers‟ guides were no more important for

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teachers. Instead, nine teachers (out of ten) thought that they needed teachers‟ guide for using new

media or technology. Thus, they would need the product if they thought that it was really helpful for

them. Otherwise, they would never be interested to try the new product offered. In research-based

materials development, this means a lot that any researchers should think again and again on the

product they plan to develop, whether the product is really needed or not.

Principally, teachers‟ guide is produced to aid teachers in numerous ways but not to dictate a

rigid predetermined method by which the language shall be taught and learned. However, the

teachers‟ guide developed in this study suggests the implementation of a procedure only. To have

more alternatives on the procedure, other researchers are encouraged to develop different

procedures and follow the similar processes of research-based development. In addition to the

procedure suggested in this teachers‟ guide, there is a potential implication in its implementation in

which the teacher‟s effort and role can be reduced periodically following the students‟ routines on

this online learning.

This kind of research-based development is different from other educational research

methods. The basic or applied research does not yield certain ready-to-use product. They may

involve some development of educational products but only to the point where they can be used to

test the hypotheses. By conducting this research and development (R&D), the proposed product was

systematically researched and tried out to be a product which is ready for operational use. However,

since this study was not conducted to fulfill all the developmental stages as suggested, there is a

great potential for other researchers to continue this study. On the other hand, the product produced

from this R&D can be simply employed for having educational research in other methods such as

classroom action research and experimental research.

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The Use of Puppet: Shifting Speaking Skill from the Perspective of Students’ Self-Esteem

Suesthi Maharani English Education Department of Graduate Program of Teacher Training and Education Faculty of Sebelas Maret University Email: [email protected]

ABSTRACT

This article reports the result of a research dealing with, 1) the difference

between Puppet and Picture in teaching speaking, 2) the difference between

students having high self-esteem and students having low self-esteem, and 3)

the interaction between teaching media and self-esteem. The samples were

two classes namely experimental class taught by using Puppet and control

class taught by using Picture. Each class was divided into two groups in

which each consisted of students having high self-esteem and those having

low self-esteem. To collect the data, two instruments were used namely

speaking test and self-esteem questionnaire. The data were, then, analysed by

using descriptive statistics to describe the research data and inferential

statistics namely multifactor Analysis of Variance ANOVA 2x2 and Tukey test

to test the hypotheses. The findings of this research are: (1) Puppet is more

effective than Picture to teach speaking; (2) The students having high self-

esteem have better speaking skill than those having low self-esteem; and (3)

There is an interaction between teaching media and students’ self-esteem in

teaching speaking. Based on the research findings, it could be summarized

that Puppet is an effective media in teaching speaking to the eighth grade

students of one of junior high schools in Semarang Regency in the academic

year of 2014/2015. The effectiveness of the media is affected by self-esteem.

Keywords: Puppet media, picture media, speaking skill, self-esteem,

experimental research.


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ABSTRAK

Artikel ini melaporkan hasil penelitian yang berhubungan dengan, 1) perbedaan antara

wayang dengan gambar dalam pengajaran berbicara, 2) perbedaan antara siswa yang

memiliki harga diri yang tinggi dan siswa memiliki harga diri yang rendah, dan 3) interaksi

antara media pengajaran dan harga diri. Sampel ada sebanyak dua kelas yaitu kelas

eksperimen yang diajar dengan menggunakan boneka dan kelas kontrol yang diajar dengan

menggunakan gambar. Setiap kelas dibagi menjadi dua kelompok yang masing-masing terdiri

dari siswa yang memiliki harga diri yang tinggi dan mereka yang memiliki harga diri yang

rendah. Untuk mengumpulkan data, dua instrumen yang digunakan yaitu tes berbicara dan

kuesioner tentang harga diri. Data kemudian dianalisis dengan menggunakan teknik statistik

deskriptif untuk menggambarkan data penelitian dan teknik statistik inferensial yaitu

multifactor Analysis of Variance, ANOVA 2x2 dan uji Tukey untuk menguji hipotesis.

Temuan penelitian ini adalah: (1) Wayang lebih efektif daripada gambar untuk mengajar

berbicara; (2) Para siswa yang memiliki harga diri yang tingg memiliki ketrampilan berbicara

lebih baik daripada mereka yang memiliki harga diri yang rendah; dan (3) Ada interaksi

antara media pembelajaran dan harga diri siswa dalam pembelajaran berbicara. Berdasarkan

temuan penelitian, dapat disimpulkan bahwa wayang merupakan media yang efektif dalam

mengajar berbicara kepada siswa kelas VIII salah satu SMP di Kabupaten Semarang pada

tahun akademik 2014/2015. Efektivitas media dipengaruhi oleh harga diri.

Kata kunci: media wayang, media gambar, keterampilan berbicara, harga diri, penelitian

eksperimental

INTRODUCTION

Students often value speaking more than the other skills of reading, writing and

listening. They often feel a great deal of anxiety related to their oral production. Meanwhile,

the goal of language is communication and the aim of speaking in a language context is to

promote communicative efficiency. That is why students have to be able to use the language

as correctly as possible and with a purpose to deliver message or information orally. They

should try to overcome the anxiety to speak in English and to avoid confusion in the message

due to faulty of pronunciation, grammar, vocabulary, and fluency. Because learning speaking

is a habit formation, it needs practicing as often as possible.

Media is one of the important things to support teaching speaking and very

determinative in the learning achievement. There are many kinds of media: visual, audio, and

audio visual. According to Levie, visual media is interesting to students, increasing of

students' understanding, giving the material accurately and accountable, giving information

accurately; and easily to be understandable and easily to be interpreted. Additionally, visual

media is more simple and easy to bring any where (Agil, 2012). One of visual media to

support teaching and learning speaking is puppet. As stated in Reidmiller (2008), the use of a

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puppet can provide help with public speaking, especially for the shy or apprehensive student.

Puppet activities keep students actively engaged with hands-on activities. It can increase the

students' involvement, motivation, and the development of student's reading, oral language,

and communication skills. The other example of attractive visual media is picture. Generally,

this media is used because it is concrete. It means that the students can identify or imagine the

real object drawn in the picture in giving statement of it. The primary purpose of this media is

to make students easy to understand in giving opinion or probably perception of the picture.

In learning speaking, the factors influencing is not only the media used by the teacher,

but also the psychological aspects such as self-esteem. Brown in Kalanzadeh (2013) proposes

that no successful cognitive or affective activity can be carried out without some degree of

self-esteem, self-confidence and self-efficacy in your own capabilities to successfully

perform that activity. Related to students' self-esteem in learning, the students are supposed to

have appreciation and trust themselves to involve or participate in teaching learning process

to gain knowledge.

According to the observation, it was found that the students got some problems in

speaking skill. Therefore, it was necessary for the writer to conduct a research on students‟

speaking to find what media that was effective to solve the students‟ problems.

This research is aimed at identifying the effect of the teaching media and self-esteem on

students‟ speaking skill. Particularly this research is proposed: (1) Whether the Puppet media

is more effective than the Picture media to teach speaking for the eighth grade students of one

of junior high schools in Semarang Regency; (2) Whether the students of the eighth grade of

one of junior high schools in Semarang Regency whose self-esteem is high have better

speaking skill than those whose self-esteem is low; (3) Whether there is any interaction

between the teaching media and students' self-esteem to teach speaking.

Speaking is important way in communication in order to build a good relationship with

others. For building a good communication, people must have a good speaking skill.

Thornbury (2005: 2-14) states that the word "speaking" has close relation to the language

skill in the oral mode or speech production. It is one's ability to produce speech or oral

language due to the complete knowledge of the language which has various areas of

speaking; transactional function refers to purpose of conveying information and facilitating

the exchange of goods and services, whereas interpersonal function refers to all about

maintaining and keeping good relations between people. Fulcer (2003: 23-29) states that

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speaking is the verbal use of language to express ideas, opinion, and feelings. According to

Hymes (1972: 269), speaking is the ability of being able to produce and comprehend

utterances which are appropriate to the context in which they are made. Florez (1999: 1) says

that speaking is an interactive process of constructing meaning both its form and meaning

depend on the context, the participants, their experiences, the environment and the purpose for

speaking. Considering some definitions, it could be inferred that speaking skill is an ability to

produce speech or oral language by comprehending, expressing, and sharing ideas, opinions

or feelings depending on the context, participant, experience, environtment, and purpose.

Belfiore (2013) states that puppet is defined as a movable inanimate object or figure

that is controlled by strings, rods, or by placing one's hand inside its body. Puppet refers to

material images of humans, animals, or spirits that are created, dis-played, or manipulated in

narrative or dramatic performance (Bell, 2001). It could be concluded that puppet is a

movable inanimate object representing an image of humans, animals, or spirit which is

created, displayed and controlled by strings, rods, or by placing one's hand inside its body.

Hornby (1995: 871) defines picture as a painting, drawing, sketch, etc especially as a

work of art. While Mckenchnie (1980: 1357) defines picture in Webster dictionary that

picture is an image, or likeness of an object, person, or scene produce on a flat surface,

especially by painting, drawing or photography. Gerlach (1980: 273) states that pictures are a

two dimension visual representation of person, places, or things. Meanwhile, according to

Wright (1989: 29), picture is not just an aspect of method but through its representation of

place, object, and people, it is essential part of the overall experiences. It could be concluded

that picture is a painting, drawing, sketch or photograph on a flat surface which is defined as a

likeness of person, place, thing or idea, which is clearly visible, striking, and colorful to

visual material.

Self-esteem is defined as the perception of self-worth, or the extent to which a person

values. Charles (2007) states that self-esteem is how much someone values himself and how

important he thinks he is. It's knowing he is worthy of love and respect and accepting his

limitations and boundaries. It's how he sees himself and how he feels about his achievements.

In Rubio (2007), Branden (1994) said that self-esteem is the disposition to experience oneself as

being competent to cope with the basic challenges of life and of being worthy of happiness.

Rubio (2007) himself defines self-esteem as a psychological and social phenomenon in which

an individual evaluates his/her competence and own self according to some values.

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According to some theories which had been stated, it could be simplified that self-esteem is a

psychological aspect related to a sense of self-worth or personal value about feeling,

assumption and belief toward one's own appearance and competence.

RESEARCH METHODOLOGY

The research was conducted in one of junior high schools in Semarang Regency from

January 2015 to March 2015. This research was carried out at the second grade students in

the academic year of 2014-2015.

There is a dependent variable and two independent variables in this research. The

dependent variable is speaking skill and the independent variables are teaching media and

self-esteem. The teaching media used in the class in order to achieve the objectives were

puppet media and picture media. Puppet media was used to teach speaking in experimental

class. And then, picture media was used to teach speaking in control class. The last variable

was self-esteem as attributive variable provided as psychological aspect. The design of this

research was a factorial design 2x2 with post- test only design to assess the effect of two or

more independent variables on the dependent variable. The population of this research is the

eighth grade students of one of junior high schools in Semarang Regency in the academic

year of 2014/2015. This research was conducted in two classes, one class as the experimental

group and one as the control group. The number of the students in each class is 30 students,

so there were 60 students as sample. And the writer used cluster random sampling.

The writer used two instruments of collecting data in this study. There were speaking

test and self-esteem questionnaire. Speaking test was used to measure the students‟ speaking

skill by using scoring rubrics of speaking. Speaking test was assessed by using readability of

the test instruction which informs whether the test instructions are appropriately readable for

students and whether the instruction of speaking test can be understood by the students. And

the result of the questionnaire showed that more than 75% of students answered “Yes” for

each item in the instruction. It could be concluded that speaking test in this research is

readable. And then, self-esteem questionnaire was used to measure the level of students‟ self-

esteem and it was assessed by using validity and reliability test. Validity test is used to

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identify whether each item is valid or not, while reliability test is used to identify whether the

instrument is reliable or not.

The techniques used in analyzing the data were descriptive analysis and inferential

analysis. Descriptive analysis was used to know the mean, median, mode and standard

deviation of the scores of the speaking test. To identify the normality and the homogeneity of

the data, the reseacher used normality and homogeneity test which were done before testing

the hypothesis. Inferential analysis used was multifactor analysis of variance 2x2 to test the

hypotheses. Ho is rejected if Fo is higher than Ft. If Ho is rejected, the analysis was continued

to identify which group is better by using Tukey test.

DISCUSSION

The data in this research are classified into eight groups: (1) The data of students‟

speaking score taught by using Puppet media (A1); (2) The data of students‟ speaking score

taught by using Picture media (A2); (3)The data of speaking score of the students having high

self-esteem (B1); (4) The data of speaking score of the students having low self-esteem (B2);

(5) The data of speaking score of the students having high self-esteem taught by using Puppet

media (A1B1); (6) The data of speaking score of the students having low self-esteem taught

by using Puppet media (A1B2); (7) The data of speaking score of the students having high

self-esteem taught by Picture media (A2B1) and (8) The data of speaking score of the

students having low self-esteem taught by Pictur media (A2B2).

The result of normality test for the eight groups shows that all the data of speaking

scores for the eight groups are in normal distribution because Lo of the entire data are lower

than Lt (Lo< Lt) at the level of significance α = 0.05. The summary of normality test could be

seen in the Table 1.

Table 1. The Summary of Normality Test

Data Number of

Sample

Lo Lt Α Distribution

of Sample

A1 30 0.088 0.161 0.05 Normal

A2 30 0.085 0.161 0.05 Normal

B1 30 0.083 0.161 0.05 Normal

B2 30 0.060 0.161 0.05 Normal

A1B1 15 0.081 0.220 0.05 Normal

A1B2 15 0.111 0.220 0.05 Normal

A2B1 15 0.129 0.220 0.05 Normal

A2B2 15 0.127 0.220 0.05 Normal

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The result of homogeneity test is 3.42. The data are homogeneous if χo2 (χobtained) is

lower than χt2 (χtable) at the level of significance α = 0.05. Because χo

2(3.42) is lower than χt

2

(7.81), it could be said that the data are homogeneous. It means that the data of this research

are obtained from homogeneous sample. The details could be seen in the Table 2.

Table 2. Summary of Homogeneity Test

Sample df 1/(df) si2 log si

2 (df) log si

2

1 14 0.0714286 13.56 1.1322 15.8514

2 14 0.0714286 21.20 1.3262 18.5673

3 14 0.0714286 35.98 1.5561 21.7850

4 14 0.0714286 20.53 1.3124 18.3730

56 74.5768

After the data are normal and homogeneous, then the data are analysed by using

Multifactor Analysis of Variance (ANOVA) 2x2 which could be seen in the table 1. This test

is used to identify the effects of the independent variables and attributive variable toward the

dependent variable. In addition, it functions to check if there is an interaction among those

variables. The hypothesis is rejected if Fo is higher than Ft (Fo> Ft).

The computation of hypotheses test by using ANOVA Test could be seen in the Table 3

and the result of mean score could be seen in the Table 4.

Table 3. Multifactors Analysis of Variance (ANOVA) 2x2

Source variance SS df MS Fo Ft( 0.05)

Between columns (∑xbc2) 92.50 1 92.50 4.05 4.00

Between rows (∑xbr2) 199.00 1 199.00 8.76

Columns by rows (∑xint2) 119 1 119 5.22

Between groups (∑xb2) 411.35 3 137.12

Within groups (∑xw2) 1277.70 56 22.82

Total (∑xt2) 1689 59

Table 4. The Result of Mean Score

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Self-esteem (B)

Teaching Media (A)

Total Puppet Media

(A1)

Picture Media

(A2)

High Self-esteem (B1) 84.83 79.53 82.18

Low Self-esteem (B2) 78.37 78.70 78.53

Total 81.60 79.12

First, because Fo between columns (4.05) is higher than Ft (0.05) (4.00), the difference

between columns is significant. Therefore, Ho is rejected. It means that teaching speaking

using Puppet media to the second grade of one of junior high schools in Semarang Regency

in the academic year of 2014/2015 is significantly different from the one using Picture media.

The mean score of the students taught by using Puppet media (81.60) is higher than the mean

score of students taught by using Picture media is (79.12). Thus, it could be concluded that

Puppet media is more effective than Picture media to teach speaking to the eighth grade of

one of junior high schools in Semarang Regency in the academic year of 2014/2015.

Second, because Fo between rows (8.76) is higher than Ft (0.05) (4.00), the difference

between rows is significant. Therefore, Ho is rejected. It means that students having high

self-esteem are significantly different from those having low self-esteem. The mean score of

the students having high self-esteem (82.18) is higher than the mean score of the students

having low self-esteem (78.53). It could be concluded that students having high self-esteem

have better speaking skill than students having low self-esteem at the eighth grade of one of

junior high schools in Semarang Regency in the academic year of 2014/2015.

Third, because F interaction between groups (5.22) is higher than Ft(0.05) (4.00), Ho is

rejected. Therefore, there is an interaction between the two variables, the teaching media and

self-esteem in teaching speaking to the eighth grade of one of junior high schools in

Semarang Regency in the academic year of 2014/2015.

After knowing the effects and the interaction of independent variables toward the

dependent variable, it is also necessary to compare the mean of every treatment with the other

means using Tukey test. This test is used to identify which means are significantly different

from the other. The details could be seen in the Table 5.

Table 5. Summary of Tukey Test

No Data qo qt Α Status

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First, because qo between columns (4.03) is higher than qt at the level of significance α

= 0.05 (2.83), it means that Puppet media is significantly different from Picture media in

teaching speaking. The mean score of the students taught by using Puppet media (81.60) is

higher than the mean score of students taught by using Puppet media is (79.12). Thus, it

could be concluded that Puppet media is more effective than Picture media to teach speaking

to the eighth grade students of one of junior high schools in Semarang Regency in the

academic year of 2014/2015.

Second, because qo between rows (5.92) is higher than qt at the level of significance α

=0.05 (2.83), it means that the students having high self-esteem are significantly different

from those having low self-esteem. The mean score of the students having high self-esteem

(82.18) is higher than the mean score of the students having low self-esteem (78.53). It could

be concluded that students having high self-esteem have better speaking skill than students

having low self-esteem to the eighth grade students of one of junior high schools in

Semarang Regency in the academic year of 2014/2015.

Third, because qo between cells A1B1 and A2B1 (6.08) is higher than qt at the level of

significance α = 0.05 (2.89), it means that Puppet media is significantly different from Picture

media to teach speaking to the students having high self-esteem. The mean score of

A1B1(84.83) is higher than A2B1(79.53), it could be concluded that Puppet media is more

effective than Picture media to the students having high self-esteem.

Forth, because qo between cells A1B2 and A2B2 (0.38) is lower than qt at the level of

significance α = 0.05 (2.89), it means that Puppet media is not significantly different from

Picture media to teach speaking to the students having low self-esteem. And the mean score

of A1B2 is 78.37 and A2B2 is 78.70.

The following section discusses findings of this research by considering the result of

data analysis: (1) The Difference between Students Taught by Using Puppet Media and

Picture Media. The finding of this research reveals that there is a significant difference

1 A1-A2 4.03 2.83 0.05 Significant

2 B1-B2 5.92 2.83 0.05 Significant

3 A1B1-

A2B1

6.08 2.89 0.05 Significant

4 A1B2-

A2B2

0.38 2.89 0.05 Not Significant

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between teaching speaking using Puppet media and teaching speaking using Picture media.

By using puppet, students become less inhibited when they are hidden behind the puppet by

only handling it to move. Puppet is an ideal springboard for developing speaking skill. As

states by Greensmith (2012), Puppet as a media for learning speaking raises an activity of

puppetry which provides an opportunity for students to become comfortable exploring

language and becoming expressive verbally. They are free to try on new personalities and

take them off again, with a puppet on their hand, broadening their own in the process. Naylor,

Keogh, Downing, Maloney & Simon (2007) state that using puppet appears to have a positive

effect on lessons: enhancing children‟s engagement and motivation, providing a stimulus for

focused talk and investigation in science, raising the confidence of shy children, getting

children to share their ideas and reveal their misconceptions, challenging children‟s ideas and

misconceptions in a creative way, providing opportunities for the teacher to take on a

different role, supporting effective classroom management, creating a context for the use of

vocabulary.

Belfiore (2013) explaines that puppetry in the classroom aids students to speak aloud in

a group setting. Not only that, puppet is also a wonderful visual aid for students, retaining

their attention and encouraging them to participate in class. Students are more willing to learn

when they are having fun. According to Jean Piaget theory, puppet play helps students

develop creative skills and cognitive skills by forcing them to use their imaginations. They

make up the roles, the rules, the situations and the solutions. They have to listen and

understand the information before they have to transcode and use it to deliver in puppet play.

Any puppet can encourage the quietest of students to start talking. They can help to develop

their social and motor skills, and can meet the visual, tactile and emotional needs of the

individual (Narayanan, 2012).

Teaching speaking by using picture as media is also interesting, but it can not depict

motion as puppet does. If it is not unique, picture can seem uninteresting to pupils while it

takes time and costs much to provide attractive pictures. The other reason is if the picture is

small and unclear, it arouses problems in the teaching learning process since the students

misunderstand about the pictures. In addition, according to Baranowska (2002) about the use

of picture, students will understand what they see quickly and there is a danger that they

attain the general meaning of pictures in an easy and rapid way without coding them into

http://www.learningtoys.ca/english/toys-that-teach-en-2/social-communication-skills.html

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their minds. Because of that, they soon forget what they have learnt or do not care for

exercises that give them the necessary practice.

In accordance with the explanation of the differences between both media above, it

could be summed up that Puppet media has more complex and challenging activities which

involves all the students being creative and having high self confidence and motivation in

learning than Picture media does. It could be estimated that Puppet media is more effective

than the Picture media to teach speaking. It could be proved that the significant difference

between Puppet media and Picture media could be seen from the learning activities and the

process of the students to be active learners. Thus, it could be concluded that Puppet media is

more effective than Picture media in teaching speaking skill; (2) The Difference between

Students Having High Self-Esteem and Students Having Low Self-Esteem. The finding of

this research reveals that students having high self-esteem have better speaking skill than

those having low self-esteem. The mean score of students having high self-esteem is higher

than those having low self-esteem. Students who have high self-esteem generally feel good

about their ability to participate, confident in social situations and happy with the way. Those

who have high self-esteem do well the challenging speaking activity given by the teacher in

their accomplishments and try hard to be successful. As a result, students with high self-

esteem generally have a realistic assessment of their strengths and weaknesses. They have a

better self-confidence, independent and cooperative attitude, optimistic, feeling comfortable

with a wide range of emotions, and ability to solve problems. Page & Page (1992) in Ariyani

(2013) state that the behavior commonly seen in students with high self-esteem is active,

curious about surroundings, makes wide variety of contact, happy, confident; does not whine

for what cannot be had.

On the other hand, students with low self-esteem tend to feel unworthy, incapable, and

incompetent. They think that they have a negative view of life that turns into low risk taking

ability. They tend to expect the worst, exert less effort on their tasks especially challenging

demanding ones, achieve less success and, is afraid and pesimistic to do something. As stated

by Jena (2002), low self esteem is a hopeless condition that keeps individuals from realizing

their full potential. A person, who has low self esteem, feels incompetent, unworthy, and

incapable. In fact, persons with low self esteem feel so poorly about themselves.

By virtue of the above explanation, it could be stated that the students whose self-

esteem is high will be much easier to follow any speaking activity given because they are

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more motivated, creative, and having self-confidence to find the solution out when they find

some difficulties in teaching and learning process. On the contrary, the students whose self-

esteem is low will find it easy to get stuck in involving in the activity given by the teacher.

Thus, it is obvious that the students, whose self-esteem is high, have better speaking skill than

those whose self-esteem is low; (3) Interaction between Teaching Media and Students‟ Self-

Esteem in Teaching Speaking.

The choice of media will influence student‟s achievement, especially in teaching

speaking. In speaking class the teacher must use suitable media in order to get the students

more active and get involved. Puppet media raises positive activities to enhance the students'

speaking skill. The use of puppets provides an opportunity for students‟ expression through

social aspects of communication. Through puppet plays, students can improve their

proficiencies in oral language, involvement, and motivation. By the nature of this media, the

activities created are really demanded for students who are active, creative, having high

confidence, having high capability, having high self-worthy, and having belief of success to

do challenging activities. Naylor et al. (2007) say that puppets can provide a useful

mechanism to enhance children‟s engagement and to promote talk involving reasoning in

primary lessons.

The students having high self-esteem usually have high motivation and belief to learn

something. They will face their fear and anxiety as a challenge. They also have positive

attitude towards the lesson by encouraging and supporting themselves to learn. They are

energetic and capable to develop and enhance something. The activities are intended to

encourage the students to develop conversation skills as risk taking, challenging and

apropriate responses in a conversation and also develop sense of a story by exploring their

capability in delivering it by involving themselves in a plot of story as one of the characters.

They are expected to have high confidence and believe to be able to do the activities. As

Lawrence (2006: 8) says, the child with high self-esteem is likely to be confident in social

situations and in tackling school work. He/she will have retained a natural curiosity for

learning and will be eager and enthusiastic when presents with a new challenge. They are also

more active and creative in class and do not affraid in making mistakes. By considering the

explanation, the puppet is suitable media to teach speaking to the students whose self-esteem

is high.

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On the contrary, the students with low self-esteem likely to give up or go through the

motions of trying without really giving their best. They are afraid and pessimistic to do

something challenging. The students with level of low self-esteem faced to be worst, less

effort on their tasks, demanding the unchallenging activity, and achieving less success. They

are afraid to speak and to take a risk in making mistake. They tend to choose an easy activity

to do that will not demand them to do something different that they have to be brave,

creative, and active. The students with low self-esteem find difficulties in the class, because

they are mildly passive, tend to avoid new experiences, have limited contacts, shy and avoid

getting problems (Page & Page, 1992 in Ariyani, 2013). The activities created by using

picture as media to teach speaking are also accordance with the characteristics of students

having low self-esteem. At the beginning stages, the teacher facilitates the students by giving

model to the activity by introducing the outline of a story by using picture as a media

supported and then they work in group activity. By using picture, the students tends to do

easier activity that they only tell what is drawn. The students having low self-esteem need

guidance and support in learning and the use of picture serves students guidance through its

activity created. It is suitable with the characteristics of the students having low self-esteem.

The students are less creative in the class and they just become the followers. Although

picture is interesting and easy to prepare, it possesses the characteristic which make the

students tend to be passive, avoid new experience and do easy activity. Therefore, the use of

picture media is more effective for students having low self-esteem. Based on the

explanation, it could be concluded that there is an interaction between teaching media and

students‟ self-esteem for teaching speaking.

There are some related previous studies in accordance with the variable of the reasearch

conducted by the writer. First, research by Naylor, Keogh, Downing, Maloney, and Simon

(2007) entitled The Puppets Project: Puppets and Change in Teacher Practice set out to

investigate whether the use of puppets can provide a stimulus that will generate the kind of

talk that helps thinking and reasoning in science. A major aim of the project was to provide a

resource for teachers that would help them to enhance their practice by increasing the

opportunities for children‟s talk that promotes thinking and reasoning and to become more

dialogic in their teaching. The data show a decrease in the number of non-reasoning questions

and an increase in the use of reasoning questions when puppets were used. This is consistent

with the way that puppets present a problem to the class. When teachers used puppets they

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were more likely to ask open, thought-provoking questions which created opportunities for

children‟s talk. This contrasts with their typical science lessons, which were more dominated

by recall questions. There was a decrease in the amount of information provided by the

teachers and an increase in the use of argumentation in science lessons when puppets were

used. This created more opportunities for children‟s thinking and reasoning talk in the

puppets lessons compared to the typical lessons without puppets. Again this indicates a shift

in teaching style towards more thought-provoking lessons. It appears that the use of puppets

has enabled the teachers to become more dialogic in their science teaching, and that

introducing puppets into the classroom has influenced some fundamental aspects of their

pedagogy. Chi-squared tests show that each of the changes indicated above is significant.

On the contrary with the previous study, the research conducted by the writer placed the

students as the subject using the puppet as their media of learning speaking. The process of

teaching and learning was focussed on the students‟ activity in telling story by using media to

help them provoking speaking skill. The teacher placed herself only as the facilitator. It

emphasized the active participation of the students in using puppetry in telling story as

vehicles for the creation of opportunities to increase their English skill. Through the use of

puppetry, it can gain the students‟ attention, and provide an interactive experience stimulating

their creativity and the desire to share thoughts and ideas in doing fun puppetry story telling

experience. The writer also compared puppet with picture to find out which media is more

interesting and effective to enhance the students‟ speaking skill.

The other related previous study is by Nasution (2009) entitled Story-telling Technique

Using Puppets to Improve the Speaking Ability of the Students of MTsN Tangerang II

Pamulang. The purpose of this study is to improve students' skills in speaking through

storytelling techniques using puppets in terms of the content of the story and storytelling.

Based on the findings it can be concluded that the technique of storytelling using puppets is

very effective to improve students‟ engagement in the learning process and to increase the

value of speaking student achievement. Associated with stories and puppets as media and

teaching materials, teachers are advised to provide media and material which were interesting

according to the needs of the students. On the contrary, this writer‟s research was not only

focused on the media used but also the psychological aspect which influenced the students in

learning speaking such as self esteem and the previous researchers do not investigate it. It

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provided the best way to teach which apropriate with the students‟ condition. The main

concern of this reserach was to see if such an interaction could be detected among students‟

skill in oral production, covering the five components of vocabulary, grammar,

pronunciation, fluency, and content and media of learning and students‟ self esteem. As it

was shown, the level of learners' self-esteem has a significant effect on students‟ speaking

skill. So it might be helpful if teachers or other researchers pay more attention to their

students' level of self-esteem and try to enhance it. Also considering the media used was

important for decision making purposes since it affects teaching learning process. The

findings may be interpreted to mean that those who have higher levels of self-esteem are

more creative, more risk taking and more prepared to share their views with others regardless

of whether, lexically or grammatically, they produce what can be regarded as accurate or

standard or even correct English both accuracy and fluency, something which can perhaps

take care of itself in the process of communication. Those caracters building are not

investigated by the previous study.

CONCLUSION AND SUGGESTION

In accordance with the hypothesis testing, research findings are: (1) Puppet media is

more effective than Picture media in teaching speaking. Considering with the first conclusion

of this research, there are some suggestions addressed to English teachers, students, school,

and other researchers. (a) English teachers, this study can offer an effective and efficient

media to apply in teaching speaking. In implementing this media, they should have a

preparation to implement this media effectively. They should understand the concept as well

as strength and weakness of this media in order to avoid obstacles which may appear in the

teaching and learning process. (b) Students, since puppet media is a new media for the

students, the unique interesting and joyful learning experience of puppet media make them

more enthusiastic in the classroom activities than monotonous learning media they used to be

using. Puppet media also enables the students to be optimist, creative and active in exploring

ideas when they are retelling a story. So, the students should be more active in teaching

learning process in order to improve their speaking skill. (c) School, by knowing that Puppet

is an effective media to teach speaking, the school should facilitate and support the

implementation of this media by providing many resources deal with the procedure of using

this media effectively and efficiently and requirements to make this media attracting for the

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students. Furthemore, after the process of the implementation, the school should give more

concern on the effects of this media to teach speaking in order to observe whether it is done

properly or not. The school also should do some evaluation if there were problems in

implementing this media. And (d) Other researchers, they should be able to investigate

something new and beneficial for teaching and learning development. They should be able to

learn and understand the core of teaching media by reading some scientific sources such as

journal or related research and following seminar or workshop, etc. Then, they can implement

a new teaching media and the findings should inspire the other researcher and English teacher

to do further study or find another new media dealing with teaching English especially

speaking skill. (2) The students having high level of self-esteem have better speaking skill

than those having low self-esteem. There are some suggestions addressed to English teachers

and students related to the second conclusion of this research. (a) English teachers, the result

of the media applied is also affected by the students‟ characteristics. Not all of the students

feel comfortable with a particular media during the teaching and learning process. As proved

in this research, puppet media is more suitable for the students with high level of self-esteem.

Meanwhile, picture media is more suitable for the students with low level of self-esteem.

Therefore, it is really important for the teacher to know the students‟ characteristics

in order to create a good and appropriate situation in a class before implementing this media

in order to make the class interesting and not monotonous. And (b) Students, by knowing

their level of self-esteem, students need to adjust themselves to the media used by the teacher

in order to gain a higher achievement of speaking skill. They also must manage their self-

esteem well because it can influence their speaking skill. (3) There is an interaction between

teaching media and self-esteem to teach speaking. Based on the last conclusion, the writer

constructed suggestions for English teacher and other researcher. (a) English teachers, they

should be able to select the most appropriate teaching media based on the students‟ condition.

Self-esteem becomes one of the important considerations in teaching speaking. Thus, they

should understand whether the media used can facilitate the students having high and low

self-esteem to practice speaking. (b) Other researchers, since self-esteem is regarded as one

of the psychological aspects which influence speaking skill. This research can be used as a

consideration to enrich their references in improving speaking skill viewed from a

psychological point of view, self-esteem.

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Resource Based Learning for Teaching and Learning English

in Digital Environments

Muhammad Nazil Iqdami

Masters of Education, The University of Georgia, USA

[email protected]

ABSTRACT

This paper presents a conceptual framework on the implementation of Resource Based

Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning

emerges as the proponent of constructivism as well as a response to the rapid development of

information and communication technology (ICT) and its influence in education. Digital

technologies pose potential opportunities in changing the face of education. The affordances

of digital technologies empower more student-centered learning and more accessible

educational information. Teaching English for foreign learners is dynamic and requires

innovations. Admittedly, most English learners in Indonesia need more exposure to authentic

English learning resources, and digital technologies are very potential in accommodating

their needs. Resource based learning sets an innovative framework and systematic approach

for English educators in designing digital technology-based instructions.

Keywords: Resource based learning, digital technologies, constructivism, English as a

Foreign Language

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ABSTRAK

Makalah ini memaparkan sebuah konsep kerja dari implementasi Resource Based Learning

(RBL) pada kelas English as a Foreign Language (EFL). Resource Based Learning muncul

sebagai pendukung teori konstruktivisme serta sebagai sebuah respon terhadap

perkembangan teknologi informasi dan komunikasi yang begitu cepat beserta pengaruhnya

terhadap pendidikan. Teknologi digital menyimpan potensi yang besar dalam merubah wajah

pendidikan. Kemampuan yang dimiliki teknologi digital dapat mendorong pembelajaran

yang lebih berpusat pada siswa serta kemudahan dalam mengakses informasi pendidikan.

Pengajaran bahasa Inggris untuk siswa asing begitu dinamis dan memerlukan banyak

inovasi. Harus diakui bahwa banyak sekali siswa di Indonesia yang begitu butuh untuk

diperkenalkan lebih banyak sumber-sumber pembelajaran bahasa Inggris yang otentik, dan

teknologi digital sangat berpotensi untuk mengakomodasi kebutuhaan mereka. Resource

Based Learning menawarkan sebuah cara kerja yang inovatif dan pendekatan yang

sistematis untuk pendidik bahasa Inggris dalam mendisain instruksi yang berbasis teknologi

digital.

Kata Kunci: Resource Based Learning, teknologi digital, konstruktivisme, English as a

Foreign Language

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Vol. 9, No. 2, 2016

INTRODUCTION

The World Bank (2016) recently releases a report that the literacy rate of people in

Indonesia reaches 92.8%. Additionally, the internet users in this vast country increase

significantly as more than fifty million Indonesians now have direct access to the internet

(World Bank, 2016).These numbers indicate that literate Indonesians are catered with

abundant digital information and resources of learning. The very crucial question emerges is

whether or not Indonesians have exploited this imposing opportunity maximally.

The nature of digital technologies has changed dramatically as a wide range of

learning systems now leverage information from digital world to address diverse

epistemological beliefs and intended learning goalsdespite its unknown origin and quality

(Hill & Hannafin, 2001).Consequently, many educators and experts in various subjects,

including English, have been intrigued to find ways in integrating digital technologies in

teaching and learning. In English teaching and learning, more modern methods are proposed

and they all seem promising. Mobile-based language learning, for instance, is believed to

improve English content delivery, learner-to-learner interaction, and vocabulary acquisition

(Bachore, 2015). Similarly, virtual English learning environment empirically enhances

students‟ language learning autonomy(Bailly, Ciekanski, & Guély-Costa, 2013). In addition

to emerging methods in English teaching and learning, a number of professional

organizations have also devoted to creating mobile and desktop applications such as

CALICO, EUROCALL, Duolingoand IALLT(Chun, Smith, & Kern, 2016).

Many might highly appreciate the positive development in English teaching and

learning in light of the advancement of digital technologies. On the other hand, language

teachers and learners should not forget that they can rely on other forms of technology they

are already familiar with(Chun et al., 2016).If not careful, language teachers and learners can

easily get lost in immense world of digital technologies. When that happens, opportunities

afforded by digital technologies will go to waste.

The penetration of digital technologies in English teaching and learning in Indonesia

is admittedly outperformed. Despite its great number of users as reported by the World Bank,

digital technologiesare still considered as add-ons to traditional English teaching methods.

According to Son, Robb, and Charismiadji (2011), teachers‟ lack of digital competency is

amongst several imperative factors that inhibits teachers to develop digital technology-related

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English pedagogies. However, this should not be an excuse and teachers‟ beliefs (Richards,

1998, p. 66)in great potential of digital technologies in teaching English must be emphasized.

This paper aims at exploring the concept of resource based learning (RBL) in teaching

and learning English as a foreign language in digital environments. The exploration of RBL

is based on three rationales. First, digital technologies democratize access to

information(Giroux, 2010; Kellner, 2003). Thus, English learners from every corner of the

world have the same opportunity to obtain resources of English teaching and learning from

their own desks. Second, English undisputedly dominates digital contents as it is the most

used language in the internet(Nunan, 2003). Simply put, internet users are exposed to English

on so many levels. Third, the use of digital information in English teaching and learning has

not been properly structured.

This paper begins by discussing the nature of RBL along with its supporting theories.

Subsequently, the examination of RBL practices in education will be presented. Finally,

conceptual implementation of RBL on teaching and learning English as a foreign language in

digital environments will be discussed comprehensively.

DISCUSSION

Emergence of Resource Based Learning

Learning resources involve a wide range of forms. However, printed materials such as

books, journals, reports, periodicals, and documents are thought of the most regular and

legitimate resources(Maddux & Johnson, 1997). Most teachers, if not all, idolize textbooks as

their primary support in delivering lessons to students. As a consequence, certain textbooks

become very authoritative that the only reliable knowledge is what is written in these

textbooks. In turn, it is very easy to predict that these textbooks become very dominant and

commercialized(Reigeluth & Squire, 1998).

Resource based learning (RBL) emerges as a response to offering learners with

myriad sources of knowledge that were once limited prior to the advancement of digital

technologies. In pre-digital environments, resources were passive, produced by certain

parties, and used in congruence with very specific and formal educational goals(Hannafin &

Hill, 2007). Conversely, current digital environments have advanced both the nature of

resources and information and the way our society learns(Galbreath, 1997). Consequently,

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our daily playgrounds such as homes, schools, libraries, workplaces, and public spaces

become the center of learning resources.

According to S. Brown and Smith (1996, p. 1), RBL is an approach to pedagogy in

which learning resources are extensive and enable students to learn independently apart from

learning mediated by teachers. This early definition posits an idea that students‟ learning

resources can be anything that enhances students‟ independent study. In line with this

definition, Hill and Hannafin (2001)further assert that potential learning resources include

media, people, places, and ideas. At this point, the word “media” is emphasized because it

encompasses not only printed materials such as books but also any devices that convey

information to learners. More specifically, the word “media” is purposely used to

accommodate the affordance of digital technologies.

Theoretically, the emergence of RBL is influenced by constructivism. Constructivism

theory sets a foundation for many modern approaches of teaching such as task-based

learning, problem-based learning, project-based learning, inquiry-based learning, case-based

learning, and many more. Jean Piaget (1896-1980) and Lev Vygotsky (1896-1934)are

considered as founding fathers of constructivism(Duncan, 1995). Although Piaget‟s and

Vygotsky‟s stresses on constructivism are epistemologically different, they share similar

philosophical view that humans‟ knowledge is constructed through the interactions of

experiences, ideas, and society(Cunningham & Duffy, 1996). The grounding assumptions of

constructivism include: (1) all knowledge is constructed and learning is a process of

construction; (2) many world views can be constructed so that there will be multiple

perspectives; (3) knowledge is context dependent and it should occur in contexts to which it

is relevant; (4) learning is mediated by tools and signs; and (5) learning is an inherently

social-dialogical activity (Cunningham, Knight, & Watson, 1994; Savery & Duffy, 1995).

Resource based learning is the proponent of constructivism in a way that it encourages

learners to explore and construct new knowledge depending on their own needs. From the

digital technologies stand point, RBL is inferred as the use and application of available assets

to support varied learning needs across contexts (Beswick, 1979; Doiron & Davies, 1998;

Hannafin & Hill, 2007; Haycock, 1991). After all, RBL is not a learning pedagogy, but

instead it is an approach to a process through which epistemologically different, but

grounded, learning models are enacted (Hannafin & Hill, 2007). Thus, RBL should be

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positioned as an alternative approach that can be embedded into any learning models,

preferably constructivism-related models.

The issue brought to the table by the proponents of RBL is that information from

digital technologies should be considered as integral learning resources. Textbooks seem to

dominate learning resources because of their congruence with established curriculum

objectives (Breivik, 1996). However, with the advancement of digital technologies,

information in these environments is not only massive but also growing exponentially

accurate(Hannafin & Hill, 2007).

It is very promising nowadays to see that blogs, wikis, and other web 2.0 forms are

growing to become an essential source of information across a wide range of learners. Part of

the reasons is because information in digital technologies is easy to access, share, and

produce (Counts, 2006). Additionally, digital technologies make it possible for users to

access public information such as historical documents, weather information, and government

reports(Hannafin & Hill, 2007). This information was once impossible to access by publics

because it was kept at centralized repositories that were far away from them. Thus, RBL

emerges as a systematic approach to help teachers and students maximally make use of the

power of digital technologies to help them construct knowledge that is aligned with

educational objectives.

Case of Resource Based Learning in Education

Many creative educators have eagerly integrated RBL in their classrooms. They

perceive it as a malleable approach they can integrate within their epistemological beliefs.

Teachers and students begin to consider digital contents as their primary resources of

learning. YouTube, for instance, provides flexible and handy learning resources for everyone

and everywhere (Clifton & Mann, 2011; Duffy, 2008; Lee & Lehto, 2013; Tan, 2013).

YouTube-like websites such as Khan Academy and Laerd are very popular among

mathematics and statistics learners(Thompson, 2011). Not to mention a tutorial website such

as Lynda has been subscribed by hundreds of universities worldwide to help students enhance

their media-related skills(Dybvik, 2008). These are all authentic evidences that digital

technologies have significantly contributed to a new face of education.

Despite the promising power of digital technologies in education, questions related to

literacy, misinterpretation, propagandizing, and integrity remain critical(Brooks, 2003; Harp

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& Tremayne, 2006; McPherson, 2006). Thus, RBL emerges as an alternative to close the gap

between the power of digital technologies and these questions. A number of researches on the

implementation of RBL have been conducted to investigate its heuristics and implications in

education.

A research on the implementation of RBL in a teacher development program was

conducted by Yu, Abrizah, and Sani (2016). Their research was part of programs to improve

Malaysian teachers‟ information literacy. Through RBL, they investigated how teachers

conceptualized information literacy and disseminated their information literacy in

classrooms. They found out that teachers‟ understanding of information literacy accounted

for their teaching activities and that teachers were well-prepared to implement resource-based

assignments in their classrooms.

Another case study on the implementation of RBL was carried on by So and Ching

(2012) in a science class. In their study, science teachers designed their class based on

components of RBL such as choices of contexts, selections of resources, tools, and

scaffoldings. It was revealed that RBL significantly helped teachers design their learning

environments with online resources. Additionally, teachers became more aware of online

resources selections and students‟ need for an assistance through scaffoldings. In general,

RBL approach not only attracted but also motivated science students to inquire their own

scientific knowledge.

Kononets (2015)also shared her experience when implementing RBL in an agriculture

class. Her research was an attempt to create e-learning resources for her students. Given her

e-learning resources were hosted freely, she found out that RBL helped integrate the

combination of traditional and more innovative forms of resources. She added that the quality

of e-learning resources could be developed through collaborations as these were sharable and

available online

The opportunity of RBL in education is considerable. Teaching and learning English

as a foreign language might embrace this approach to not only achieve instructional goals but

also maximally take the advantage of digital resources. The following section discusses the

conceptual framework of implementing RBL in an English as a foreign language (EFL) class.

Resource Based Learning and Instructional Design

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The implementation of RBL in an EFL class, like any other classes, follows the

principles of instructional design if RBL is to facilitate intentional learning(Branch, 2008, p.

6; Gagné, Wager, Golas, & Keller, 2005, p. 1). According to Hannafin and Hill (2007)and

Butler (2012), three components need to be prepared prior to designing RBL instructions.

The first component is contexts. Contextsin RBL includeexternal contexts, individual

contexts, and negotiated contexts. External contextsunderline learning expectations,

problems, and goals that a teacher or an external agent, e.g. government, determines. In the

Indonesian context, learning goals have to meet the standards of national curriculum.

Individual contexts offer students to explore their unique needs and goals. This is where

students are encouraged to set their personal goals in learning English and how they will

achieve the goals. In negotiated contexts, students are given choices of general goals and they

decide their own specific goals that are unique to their interests(Hill, Domizi, Hannafin, Kim,

& Kim, 2007).

The second component is tools. Tools play an essential role in RBL because they are

used by learners to engage with information from digital environments. Tools can be used in

multiple contexts and goals, and their functions vary across learning models (Hannafin &

Hill, 2007; Iiyoshi, Hannafin, & Wang, 2005). Processing tools are instrumental in

organizing cognitive loads related to learning models. In an EFL class, tools such as

bookmarks can support different constructivism-related learning models. Searching toolsare

very flexible in both directed and learner-centered learning models. Teachers can assign

students to search for English materials on the World Wide Web environments using search

engines such as Google, Yahoo, MSN, and others. Manipulation tools empower students in

analyzing, evaluating, and synthesizing information gathered from the digital environments.

Applications such as Duolingo, British Council‟s LearnEnglish Grammar, and Babbelcan

help students manipulate their own learning. Finally, communication toolsreinforce learner-

to-teacher and learner-to-learner communications in exchanging information. Blogs and wikis

have been used by English teachers and learners to exchange information and collaborate in

grammar, reading, and writing classes.

Scaffolds are the third component of RBL. Hannafin and Hill (2007)defines

scaffolding as teachers‟ support to students‟ learning that subsequently fades away in a

continuous cycle as students‟ knowledge develops. The needs for scaffolding vary among

students depending on students‟ aptitude, problems encountered, and learning contexts

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(Sharma & Hannafin, 2007). Resource based learning recognizes four types of scaffolds.

First, procedural scaffolds guide students how to apply features and functions of certain

source. When a teacher introduces an English application such as Duolingo, he/she needs to

familiarize students with its components and functions. Conceptual scaffolds are teachers‟

efforts to help students in making connections between information in digital environments

and pre-defined learning goals. Not only does a teacher ask students to find a grammatical

answer from a certain website, but also he/she needs to give an understanding why such a

website is appropriate. Metacognitive scaffolds help students reflect, compare, and revise

their process of learning. Teachers can guide students in organizing their learning episodes by

asking them to create a learning checklist. The last one is strategic scaffolds, which guide

students to identify, select, and evaluate information. At this stage, teachers‟ information

literacy is very essential because they have to be able to help students identify valid and

reliable English materials in immense digital environments.

Only after contexts, tools, and scaffolds are well-thought-out, can the design

instructions of RBL in an EFL class be organized appropriately. The most common generic

process of instructional design includes analyze, design, develop, implement, and evaluate,

generally known as ADDIE model(A. Brown & Green, 2011, p. 10). Designing instructions

in an EFL class with ADDIE model is appropriate since it is a process that serves as a guiding

framework for developing complex educational products(Branch, 2008, p. 2). Additionally, it

is claimed that ADDIE model is responsive to whatever established learning goals and

contexts (Branch, 2008, p. 4). Thus, implementing RBL within the framework of ADDIE

model seems promising as it recognizes contextsin its development phases.

The five ADDIE‟s phases are subsequent yet iterative (Figure 1). It means that the

phases are similar to product development cycles. The cycles are intertwined with evaluation

becomes the center of product development process. It indicates that each phase has to be

carefully developed and assessed for its quality. In addition, evaluation also becomes

grounding rationale to begin a new cycle of product development.

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Figure 1. The Addie Cycle adopted from Branch (2008, p. 2)

Resource based learning fits very well in ADDIE model. The analyze phase is where

RBL is implemented as the delivery system (read: teaching and learning method) in

developing an EFL class. Once RBL is selected, the rests of ADDIE phases will follow. As

mentioned earlier, evaluation phase is very critical as it is utilized to assess the feasibility of

RBL in an EFL class.

Resource Based Learning for Teaching and Learning English as a Foreign Language

Class

General procedures in implementing RBL according to Campbell, Flageolle, Griffith,

and Wojcik (2002)include: (1) determine unit goals; (2) determine acceptable students‟

artifacts; (3) plan the unit thoroughly; (4) gather resources from a variety of formats; (5)

generate a timeline for the unit; (6) schedule research time; (7) develop a rubric to assess

students‟ artifacts; (8) evaluate students‟ performance; and (9) evaluate the unit.

Practically, the implementation of RBL is an iterative process following the principle

of ADDIE (figure 2). When implementing RBL inan EFL class, Indonesia‟s educational

contexts should frame the implementation. Thus, Indonesia‟s English curriculum, as an

external context, directs the implementation of RBL. Resource based learning in the EFL

class begins with clearly established instructional goals, which are the derivatives of English

curriculum. Teachers then design a standard of acceptable artifacts that students need to

accomplish. The next procedure is teachers provide appropriate and enough tools that will

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help students gather resources from digital environments needed to complete the artifacts.

During the gathering process, scaffolds should be given to keep students on track such as

asking students to always follow the pre-determined timeline. Along with all these

procedures, teachers evaluate each step carefully to avoid possible mismatch between RBL

procedures, learning goals, and students‟ practices. Next, students‟ artifacts are assessed

based on the pre-determined rubrics. Finally, teachers evaluate the success of RBL-based

instructions and make revisions and adjustments for future implementations.

Figure 2. RBL Instructions Cycle in an EFL Class with an adaptation from Branch (2008, p.

2)

Several important notes need to be highlighted regarding the components of RBL

instructions in an EFL class. Due to constructivist nature of RBL, teachers need to ascertain

that learning goals demonstrate higher order thinking skills and problem solving abilities

(Campbell et al., 2002). Although learning goals are the interpretation of English curriculum,

they should stimulate students to become active producers of English knowledge and skills.

Artifacts in RBL should be challenging but realistic for students (Campbell et al.,

2002). In an English speaking class, for instance, an English drama performance can be a

good artifact. Not only do students learn how to act, they also learn how to evaluate their

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pronunciations and analyze common English expressions. Interestingly, students can explore

abundant resources about drama in English with digital technologies.

Creating and following timeline is essential in RBL. A good timeline should guide

students to progress through the RBL cycle systematically. It should also set realistic dates

and allow some time for teachers to provide assistances to students as needed. In the English

drama case, for instance, the timeline should clearly determine when students gather

information, synthesize information, ask for teacher‟s assistances, and finally perform the

drama.

Since the outcome of RBL instructions is artifacts, rubrics become a better option in

assessing students‟ learning performance than written assessments (Diller & Phelps, 2008;

Panadero & Jonsson, 2013). Similar to learning goals, teachers should clearly inform the

rubrics used to assess students‟ English learning performance in the beginning of the course

meeting. Rubrics contain apparent requirements of final artifacts. Thus, students in the

English drama case, for instance, are fully aware of expectations they need to meet if they

want to complete the artifact successfully.

Evaluations are as instrumental as other RBL components. Evaluations in RBL

consist of two phases. The first phase is evaluating students‟ artifacts and the second one is

evaluating RBL instructions as a whole. If evaluating students‟ artifacts is to measure

students‟ English learning performance, evaluating RBL instructions is to find out whether or

not the instructions are effective, efficient, and feasible. This unit evaluation will then be used

to make improvements for future implementations.

Finally, teachers‟ role receives a special attention in RBL. Unlike their role in more

traditional teaching methods, teachers in RBL become coaches, facilitators, and guides as

their students gather, analyze, and evaluate information from digital environments (Campbell

et al., 2002). Instead of teaching facts, teachers empower students how to learn. In an EFL

class, teachers should not claim that their English knowledge is absolute and without flaws,

but they should encourage students to explore and construct English facts from the digital

world. Additionally, teachers also need to ensure that learning does occur (Beswick, 1979).

CONCLUSIONS AND SUGGESTIONS

Resource based learning offers considerable promise for educators in the field of

Teaching and Learning English as a Foreign Language (TEFL). The advancement of digital

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technologies should be embraced as an advantage to improve students‟ learning experiences.

English teachers are no longer seen as a single authority of English facts. Students need more

democratized ways of learning and digital technologies can accommodate their needs. Given

some concerns associated with massive amount of information and its reliability, RBL

emerges as an innovative catalyst that guides students in exploring information that is

congruent with pre-determined instructional goals.

The implementation of RBL in an EFL class is not without any issues. Digital

resources present challenges for RBL in light of teachers‟ and students‟ digital literacies

(Hannafin & Hill, 2007). Additionally, Barnard and Nash (2005) adds that only those who are

information literate can locate information accurately and access information effectively.

Thus, for RBL to be successful, educators need to make sure that all components of RBL

(contexts, tools, scaffolds) are designed and implemented carefully by bringing various

experts such as instructional designers, media specialists, and content experts into play.

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So, W. W. M., & Ching, F. N. Y. 2012. Online resource-based learning environment: Case

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Thompson, C. 2011. How Khan Academy is changing the rules of education. Wired

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The Use of Teaching British Parliamentary Debate through Android Application, Video, and Powerpoint Presentation to Improve the Students’ Speaking Skills Surya Agung Wijaya Vocational High School (SMK) N 2 Salatiga Jl. Parekesit Salatiga, Central Java, Indonesia [email protected]

Abstract

The researcher conducted the study to increase the students’ speaking skills through Android

application, video, and PowerPoint Presentation in teaching British Parliamentary Debate.

This study answers two questions (1) How is the implementation of teaching British

Parliamentary Debate through Android application, video, and PowerPoint Presentation at

English Debate Club in SMK N2? (2) To what extent is the improvement of teaching British

Parliamentary Debate through Android application, video, and PowerPoint Presentation at

English Debate Club in SMK N2 to improve the students’ speaking skills?. The research

design of this study was Classroom Action Research. It had three cycles. Each cycle consisted

of planning, acting, observing, and reflecting. From the study, the researcher could conclude

that the implementation of the study improved gradually from cycle 1, cycle 2, and cycle 3.

The improvement of the study was showed when the researcher conducted cycle 3. The result

of the t-test of cycle 3 was 2.56. Before the impact has not seen by the researcher in the cycle

1 and cycle 2, the result of the t-test of cycle 1 and 2 was 1. The passing grade was 72, and

the target of the passing grade was 85%. The result of the post-test of cycle 3 was 90.91%

from students. They passed the passing grade. The passing grade of cycle 3 was over the

target, so the researcher stopped the study. Thus, instruments proved that it could improve

the students’ speaking skills.

Keywords: British Parliamentary Debate, Android, Video, PowerPoint Presentation,

Speaking

Abstrak

Peneliti menyimpulkan penelitian ini meningkatkan kemampuan berbicara siswa dengan

menggunakan Android aplikasi, video, dan PowerPoint Presentation di dalam pengajaran

British Parliamentary Debate. Penelitian ini menjawab dua pertanyaan (1) Bagaimana

implementasi dari pengajaran British Parliamentary Debate dengan menggunakan Android

aplikasi, video, dan PowerPoint Presentation di English Debate Club di SMK N2? (2) Sejauh

mana kemajuan dari pengajaran British Parliamentary Debate menggunakan aplikasi

Android, video, dan PowerPoint Presentation di English Debate Club di SMK N2 untuk

meningkatkan kemampuan siswa dalam berbicara?Model penelitan nya adalah Penelitian

Tindakan Kelas. Penelitian ini memiliki tiga siklus. Setiap siklus terdiri dari perencanaan,

tindakan, obserfasi, dan mengefaluasi. Dari penelitian ini, peneliti dapat menyimpulkan


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bahwa implementasi dari penelitian ini perlahan – lahan ada peningkatan dari siklus

pertama, siklus ke dua, dan siklus ke tiga. Kemajuan dari penelitian ditunjukan ketika

peneliti melaksanakan siklus ke tiga. Hasilnya dapat dilihat dari t-test pada siklus ke tiga

yaitu 2.56. Sebelumnya peningkatannya belum dapat dilihat oleh peneliti pada siklus

pertama dan ke dua, hasil t-test pada siklus pertama dan ke dua adalah 1. Kriteria

Ketuntasan Minimal (KKM) adalah 72, dan target dari KKM adalah 85%. Hasil dari post-

test di siklus ke tiga adalah 90.91% dari siswa-siswi. Mereka melewati tarjet KKM. KKM di

siklus ke tiga telah melebihi tarjet, jadi peneliti menghentikan penelitian. Demikian,

instrumen terbukti telah meningkatkan kemampuan berbicara siswa.

Kata Kunci: British Parliamentary Debate, Android, Video, Presentasi PowerPoint,

Kemampuan Berbicara Siswa

INTRODUCTION

Debate is something exists in the daily activities when you are pro or contra with the

social problems. It is the real practice of debate. According to Harvey-Smith (2011: 1),

debate is a particular form of argument. It is not a way of reconciling differences – that is a

misconception. Debate is a way of arbitrating between differences. It means that the debate is

not to make agreement between government and opposition teams after the debate. From the

debate between government and opposition teams, the audiences and the adjudicators will

make a judgment, and they can support government or opposition teams. According to

Harvey-Smith (2011: 2) says that Worlds Style is normally termed the British Parliamentary

(BP) debate, which grew out of the traditions of the United Kingdom Parliament in

Westminster and follows some of the conventions of the House of Commons. It means that

the British Parliamentary is used by all countries to conduct debate competition. House of

Common is like the House of Representative (DPR) in Indonesia, so debate comes from the

habit of members of the council. This habit is adopted by the World Universities‟ Debating

Council, and it separates into the world. The researcher explains introduction from three

points of view. There are the problems of teaching and learning process of debate, the reason

why he try to use Android application, video, and PowerPoint Presentation, and previous

studies.

Many problems happen in the teaching and learning process of debate. The problems

are not only for the teacher but also for the students. The researcher is the teacher of English

Debate Club in SMK N 2 Salatiga. From the experiences of the researcher, when he taught

the students on 22 September 2015, the students were still confused with the regulations of

debate. They felt difficult on speaking. Some students did not understand about some

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technical term in debate, for example: case building and rebuttal. In addition, some students

did not understand about the jobs for every position in the debate, for example: first speaker

from positive or affirmative team needed to define the motion, give argument, and rebut

argument. However, some students forgot to define the motion. They just gave arguments

about the motion. The students and teacher had practicing debate on 22 September 2015.

Most students did not rebut the argument from the opponent team, for example: second

speaker form negative team did not rebut the arguments from the first and second speakers of

positive team because the debater did not understand or get the points from positive team.

The students just gave arguments from his or her point of view. On 7, 14, and 21 January

2016, the teacher and students practiced Asian Parliamentary Debate. In Asian Parliamentary

Debate, it used POI, but the students were difficult to give Point of Information (POI). When

they joined in the competition, they were less to give POI. Therefore, they lost in the

competition. Most of vocational high school students in Indonesia have less speaking

proficiencies. English as the foreign language in Indonesia is the one reason of the problems

why they feel difficult to speak English. They worry about how to produce the utterances

because they do not have habit to use outside the class. They get anxiety to speak English in

the class. In their daily life, they use Indonesian or their mother tongue, for example:

Javanese, Sundanese, etc. From the students‟ problems, it is a challenge for the teacher to

figure it out.

The students were less active and they were confused in the debate. Therefore, the

teacher tries to use interactive media and fun activities in his class because it is student-

centered activities. In this era, the teacher cannot reject our technology. The teacher uses the

technology as one of media in teaching. According to Crawford (2013: 1) says that

information communication technology (ICT) is a powerful tool as it significantly extends

people‟s abilities, and as a learning tool, it is particularly effective. According to Esteras and

Fabre (2007: 48) say that at present most of the devices use in ICT systems are multi-

purpose:

a. Mobile phones can be used as digital cameras or agendas.

b. Printers are also scanners and faxes.

c. Internet, a global network of computers, enable users to exchange files, send emails

and surf the Web to find information, take part in e-commerce, etc.

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The researcher assume that the teacher in traditional teaching only uses white board as

a tool of learning, and the teacher explains the material. The students only listen to the

teacher, and they have less activity in the class. It is teacher center. Therefore, the teacher

uses ICT to increase the skills of the students. The students are active in the class, so

students‟ center is conducted in the class by the teacher. The teacher is only a facilitator in the

class. According to Mustikasari (2014: 10) says that teacher must attend training or workshop

session so that they find a suitable strategy of using ICT in a classroom to help students to

increase their achievement. It can be informed that the teacher needs to learn using ICT

before he uses ICT in his class. To solve the problems of the researcher, he tries to use

Android application, video, and PowerPoint Presentation to teach debate in this study.

According to Burnette (2010: 14) says that Android is an open source software toolkit for

mobile phones that was created by Google and the Open Handset Alliance. According to

Darcey and Conder (2010: 7), Android is the first complete, open, and free mobile platform.

It means that everyone can be developer of Android, and developer can make his or her own

application. Therefore, from the needs of application, right now debaters have debate

application to help them. In Indonesia, many people have smartphone using Android system.

According to Jose (2015: para 1-5) says that fifty five million people in Indonesia used

Android in 2015, and the users would increase until sixty five point two million people in

2016. It can be assumed that most of Indonesian students use Android phones to support his

or her daily activities. Many applications that can support the teacher and students in teaching

and learning process. Therefore, the researcher uses Android application as the media and

smart phone as the tool of learning. The researcher tries to know the improvement of using

technology in a class for the teacher and students. The teacher always feels difficult to find

motions for his students. The students need to control their times when they speak. From

“Debate Assistant”, this application can give the motions and a time-control management to

speak. According to Apeiro (2015: para 1), Debate Assistant has been designed keeping in

mind the need for an application that makes conduction of a debate significantly easier. It

means that this application designs to help the debaters when they practice debate. The

debaters are easy to get motions from this application, and they are easy to monitor their

times. The students can learn by themselves. The teacher is not only using Android

application, but also he uses video and PowerPoint Presentation. According to Bull and Bell

(2010: 2), a video can be recorded on a cell phone, video camera, edited with a cell phone

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application, and wirelessly uploaded to YouTube. It means that video is a group of picture

that it has animation. It is the result of camera. According to Harmer (2001: 292), one of the

main benefits of video-making for the students is the chance to display what they have done

and get feedback on it from the students and the teachers. According to Arsyad (1997: 48-49)

says that the benefit of film or video can complete basic experiences for the students when

they read, discus, practice and the others. Therefore, video helps the teacher and students to

get information of their performances, and they can get feedback from the video. The

students to other students can give commentary for their performances, so the teacher can add

commentary at the end of discussion. Video also gives real image or animation from the

information, so the students can imagine the information that the teacher gives to them.

According to Marcovitz (2012: xvi), PowerPoint is an appropriate multimedia tool for

teachers and a powerful addition to a multimedia design class. According to Stephen (2006:

2), PowerPoint is a presentation graphics package. It means that the users can make slide

using this software. PowerPoint Presentations also helps the students to get details

information of the materials. As cited from Smith (2006: para 2), there are potential benefits

of using the PowerPoint presentation included:

a. Engaging multiple learning styles

b. Increasing visual impact

c. Improving audience focus

d. Providing annotations and highlights

e. Analyzing and synthesizing complexities

f. Enriching curriculum with interdisciplinary

g. Increasing spontaneity and interactivity

h. Increasing wonder

The reason why he adds video and PowerPoint Presentation because Android

application does not give detail regulation of British Parliamentary Debate. Therefore, the

students can get regulations of debate and evaluation of their performances from videos, and

they can get deeper information from PowerPoint Presentation. All media connected each

other when it applies in the class using scientific approach. Video uses in observing state,

PowerPoint Presentation uses in collecting information state, and Debate Assistant uses in

communicating state. The teacher needs to give feedback in the teaching and learning

process. According to Harmer (2001: 106-109), there are two kinds to give feedback. There

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are feedback during accuracy work and feedback during fluency work. The teacher does not

only give feedback, but also he needs to give score to the students. In this study, the

researcher uses four elements of speaking from different experts. He uses accuracy, fluency,

vocabulary, and pronunciation. Those are used in rubric of speaking for this study. It helps

the researcher to give score for the students. There are definition of accuracy, fluency,

vocabulary, and pronunciation. According to Nunan (2003: 55), accuracy is the extent to

which the students‟ speech matches what people actually say when they use the target

language. It means that when the students focus to use right grammar when they produce

utterances. According to Nunan (2003: 55), fluency is the extent to which speakers use the

language quickly and confidently, with few hesitations or unnatural pauses, false starts, word

searches, etc. It means that when the students focus to deliver the message of the

conversation. The accuracy is less in fluency because the students speak quickly and

confidently, and they focus on the message rather than the accuracy. According to Broughton,

Brumfit, Flavell, Hill and Pincas (2003: 72) say that the vocabulary of conversation is often

radically different from the written language with which the student is probably more

familiar. It means that the students use their common vocabularies when they produce

utterances. Therefore, the students are easy in arranging ideas. According to Esling and Wong

(1983) as quoted by Nation and Newton (2009: 76) say that pronunciation includes the

articulation of individual sounds and the distinctive features of sounds like voicing and

aspiration, voice-setting features, and stress and intonation. It means that pronunciation can

be internal and external factors of the students. It is internal factors because every student has

different organ of sounds. Therefore, to produce utterance, some utterances produce in

different features of sounds. It is external factors because the students have different mother

tongue. Mother tongue gives impact in production of target language.

Table 1 Scoring of Speaking

No Competency Description Scores

1 Pronunciation Many wrong pronunciation 20 – 34

Frequent incorrect pronunciation 35 – 54

Occasional errors in pronunciation 55 – 69

Some errors in pronunciation 70 – 84

No errors or minor errors 85 – 100

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2 Grammatical

Accuracy

No mastery of utterance

construction

20 – 34

Major problems in structure 35 – 54

Several errors in structure 55 – 69

Minor problems in structure 70 – 84

Demonstrates mastery of structure

(few errors)

85 – 100

3 Vocabulary Little knowledge of English words 20 – 34

Frequent errors of word choice 35 – 54

Occasional errors in word choice 55 – 69

Minor errors in word choice 70 – 84

Effective/appropriate word choice 85 – 100

4 Fluency Dominated by hesitation 20 – 34

Frequent hesitation 35 – 54

Occasional hesitation 55 – 69

Minor hesitation 70 – 84

No hesitation 85 – 100

There were four previous studies. The first previous study came from Aclan and Aziz

(2015). In this previous study, it used qualitative case study design. The result of the study

got debate as interactive activity that debate gave opportunity for the students to learn new

vocabularies.

The second previous study came from Yang and Che (2015). This previous study used

Android application as the treatment of the study. The result of the study that all 33 students

improved their TOEIC scores showed on their post-test, of which males improved their

scores from 538 to 618 and females from 483 to 518.

The third previous study came from Kim (2015). He had study about “Using

Authentic Videos to Improve EFL Students‟ Listening Comprehension”. Regarding from the

first research question, the result between the pre- and post-tests, statistically significant

differences were found in the intermediate and advanced proficiency groups. However, the

students in the low proficiency group did not show any significant differences between the

two tests. Regarding from the second research question, the means of the post-test

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demonstrated a notable distinction. The result said that the students‟ listening proficiency

level was a considerable variable when the teacher would use authentic video materials or not

in English listening courses. Regarding from the last research question, the participants

generally showed positive attitudes toward using authentic video materials. Analysis of the

students‟ responses from the closed-ended questionnaires showed that there were no

significant differences among the three groups. The respondents said that using videos were

effective and interesting.

The fourth previous study came from Corbeil (2007). He had a study about using

PowerPoint presentations (PPTs) to replace textbooks and blackboards for teaching grammar.

Regarding from the first research question, the result was no statistically significant from pre-

test and post-test between the PPTs groups and the textbook and blackboard groups on any of

the three exercises. The first exercise result, t-test was 0.67. The second exercise result, t-test

was 0.40. The third exercise result, t-test was 0.13. Thus compared with the score of the t-

table with 5% of insignificance. Regarding from the second research question, the positive

comments were expressed by the students in the experimental group. They said that PPTs

helped them in the process of learning because it had highlighting, color coding, different

fonts, and visual effects. PPTs were also easy for the students to download and print at home.

From the four previous studies, the researcher saw something difference from his

study. From first previous study, the kind of debate was not clear enough using in the class,

so the researcher made specific on the British Parliamentary Debate for this study. British

Parliamentary Debate was adopted all university in the world, so the result of this study could

adopt by all school or university. In addition, the skill was vocabulary, but the researcher

tried to increase the challenge into speaking skills. From second previous study, they used

Dr.eye. This application included Mandarin, English and Japanese. In this application, the

students learned about only language. On the other hand, the researcher used an Android

application “Debate Assistant” to help the teacher when he taught the British Parliamentary

Debate. This application provided the motions and the times management. From the third

previous study, Kim used video to improve the students listening skills, but this study used

video to improve the students‟ speaking skills. From the last previous study, Corbeil used the

PowerPoint Presentations to replace textbooks and blackboards for teaching grammar. In this

study, the researcher used the PowerPoint Presentations as the media to deliver materials

about the British Parliamentary Debate because video and Android application were not

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enough to explain about the British Parliamentary Debate. From the information given, the

researcher could conclude that this study tried to retest some variables of previous studies

with the different skills. This study had specific rule rather than previous studies variables.

This study is different from previous studies because it uses three variables. It applies in the

class using scientific approach. Video uses in observing state, PowerPoint Presentation uses

in collecting information state, and Debate Assistant uses in communicating state. The

variables connect each other in the teaching and learning process. As a result, the researcher‟s

study is difference to the previous studies.

Research Methodology

Subject, research design, and cycle of classroom action research

The subject of the study is the members of English Debate Club in SMK Negeri 2

Salatiga. In 2015 – 2016, the members of EDC came from fifth, sixth, and seventh

generations. When the researcher conducted the study, only 11 members could join in this

study. One member came from fifth generation; one member came from sixth generation and

nine members came from seven generation.

In this study, the research design was classroom action research. There were some

definitions of action research from experts. According to Lodico, Spaulding, and Voegtle

(2006: 282), action research is research conducted by practitioners in their own school setting

to identify and take actions to remedy problems that occur in their practice. It means that

action research comes from the problems of the teacher when he or she teaches his or her

students. Action research helps the teacher to evaluate and get solution of his or her problems

in teaching. Therefore, the teacher can improve their ways to teach the students.

In the cycle of classroom action research, according to Kemmis and McTaggart (1988)

as quoted by Hopkins (1993: 49), „Action Research Planner‟, where a sequential program for

the teachers intending to engage in action research is outlined in some detail.

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Figure 1 Model of Classroom Action Research

The researcher is the debate trainer of English Debate Club in SMK N 2 Salatiga. In this

study, the researcher invited the observer from IAIN Salatiga. He is Faisal Abi Yusuf. The

researcher planed the cycle as below.

1. Cycle

a. Planning

In planning stage, the researcher planned what action would be done. There

were activities in the planning. The teacher would prepare syllabus, lesson plan,

rubric, material, media, the students‟ attendance list, the students‟ scoring list, the

teacher‟s and the students‟ observational checklist. The teacher checked tools of

learning in the class. To collect the score of the students, the teacher used flashcards

for pre-test and post-test. To analyze the data, the teacher used the camera to take

the pictures and videos.

The media used in this study such as the Android application, PowerPoint

Presentation, and video. The Android Application was “Debate Assistant”, and it

used in all cycles. The content of PowerPoint Presentation and video was different

for each cycle. Therefore, the preparation was prepared in order to reach the purpose

of teaching and learning process.

b. Acting

In acting stage, the researcher did his planning. He used scientific approach. In

observing state, he presented a video. In questioning state, he gave opportunity for

the students to give question about the video. In collecting information, he gave

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opportunity for the students to work in groups, and presented PowerPoint

Presentation. In associating state, the teacher explained Android application “Debate

Assistant” and practiced to operate it. In communicating state, the students practiced

the British Parliamentary Debate and used Debate Assistant in the debate. Before

the class finished, the teacher gave feedback, reinforcement, and motivation for the

students.

c. Observing

The observer observed the researcher how he taught his students. The

researcher and observer also observed the students, and it started from pre-test until

post-test. They collected the score of the students. The observer used observational

checklists to observe the teacher and students.

d. Reflecting

The researcher reflected his lesson plan, evaluated how he taught his

students, and calculated scored of his students. The observer gave the data from the

observation. When his lesson plan was not effective to teach, he would rebuild his

lesson plan. If the score of his students were less than the passing grade (KKM), he

conducted the next cycle.

DISCUSSION

Implementation of Teaching British Parliamentary Debate through Android Application,

Video, and PowerPoint Presentation

1. Cycle 1

a. Planning

In the planning, the researcher prepared syllabus (British Parliamentary Debate),

prepared lesson plan (British Parliamentary Debate), teaching materials (Introduction

to British Parliamentary Debate), and media (a YouTube video, slides of PowerPoint

Presentation, and Android Application). The teacher used a YouTube video

(Introduction to British Parliamentary Debate). The PowerPoint Presentation also was

about (Introduction to British Parliamentary Debate). The teacher chose to use

Android application (Debate Assistant). This was the first meeting for the students

learn about the British Parliamentary Debate, so the teacher prepared the materials

about “Introduction to British Parliamentary Debate”. The teacher prepared rubric

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(Scoring of speaking). The teacher would assess the students from four aspects. There

were pronunciation, grammatical accuracy, vocabulary, and fluency. The range of the

score was from 20 to 100.

b. Implementation of the Action

The cycle 1 started from 19, 21, and 26 April 2016. This cycle divided into three

parts. The first part, the researcher conducted pre-test on 19 April 2016. The motion

was “This house would ban homework”. The researcher gave flashcards. In the

flashcard included the motion and questions. In the pre-test, some students got

difficulties. Most of the students were difficult to say /„stju:dnt/. The written word is

/student/. However, they pronounced /setadent/. Some students used code mixing –

Indonesia and English – when they lost some words, for example: Students can

membawa book. (Students can bring book.) Some students did not understand the

meaning of questions, for example: Most of the students did not understand the

meaning of “advantages and disadvantages”. Therefore, the researcher needed to give

clues of the meaning of the questions.

The second part, the researcher conducted treatment. On 21 April 2016, the

researcher and observer came to the class. Before the class started, the researcher

introduced the observer. After that, the researcher started his class. The teacher and

students prayed together. The teacher checked attendance list of students. The teacher

explained the topic of the meeting. They learned about the British Parliamentary

Debate. The teacher played video about “Introduction to British Parliamentary

Debate”. The students observed the video and prepared their question about the

British Parliamentary Debate. The video was played from beginning until ending

without the teacher paused the video. In the questioning state, none of the students

gave questions to the teacher. Then, the teacher continued the materials. The teacher

divided the students into some groups. The teacher distributed hand out of PowerPoint

Presentation (PPT), and he displayed PPT on the screen. The title of PPT was

“Introduction to British Parliamentary Debate”. Some students gave questions about

British Parliamentary Debate. The teacher shared “Debate Assistant” to the students.

The students installed “Debate Assistant” in their smart phones. The teacher explained

how to use “Debate Assistant”. The teacher launched the motion about “This house

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would ban school students from having smart phones” to practice debate. The teacher

divided the students into 4 groups. Each group consisted two debaters. The students

started case building. The teacher, observer, and students went out of the class and

they started debate outside of the class. The students started their debate. At the end of

debate, the teacher gave feedback and motivation to his students.

The third part, the researcher conducted post-test on 26 April 2016. The motion

was “This house believes motivation is more important for success than intelligence”.

There was little improvement from pre-test. In the pre-test, some students got

difficulties. Most of students were difficult to pronounce the written word /student/,

and they pronounced /setadent/. When they remembered correct pronunciation, they

pronounced /„stju:dnt/. Before the teacher reminded the correct pronunciation to say

/„stju:dnt/ in the pre-test and treatment, the students tried to change their habit to say

/setadent/. Some students used code mixing – Indonesia and English – when they lost

some words, for example: We don‟t have in Bahasa teralalu kaku to think our

success. (We don’t have in Bahasa Indonesia too formal to think our success.)

Therefore, in the cycle 1, most of the students were still adapted with the process of

this study.

c. Observation

In the cycle 1, the teacher and observer observed the teaching and learning

process. The teacher prepared two observational checklist for the teacher and

students. First, the result of the teacher‟s observational checklist, the teacher forgot to

remind the students about previous lesson. The method of the teacher was scientific

approach to teach his students. There are observing, questioning, collecting

information, associating, and communicating. In observing, the teacher ordered to the

students to observe the video about “Introduction to British Parliamentary Debate”.

The problem happened in questioning. The teacher gave chance to the students to give

questions about the material, but none of the students gave question in questioning

section. However, they gave questions in collecting information.

Second, the result of the students‟ observational checklist, the students watched

the video, but they did not analyze it. None of the students wrote down information

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from the video. After they watched the video, the teacher gave opportunities to ask

question. However, none of the students gave question. They were still confused with

the materials. They did not get the idea after they watched video. The teacher

distributed the materials, and the students discussed about the materials with their

groups. After the teacher explained the PowerPoint Presentation, the students gave

questions to the teacher. When the students practiced the British Parliamentary

Debate, only one student gave Point of Information (POI). The students did not feel

confident to give (POI). They were still adapted how to deliver and receive POI.

d. Reflection

From the cycle 1, the researcher could reflect that the students were still

confused with the rules of British Parliamentary Debate. The teacher played video

without giving clues, and it made students confused about the materials. The observer

suggested to the researcher to give clue or little explanation while video was played.

Therefore, the students could focus on video, and they could prepare their questions.

The teacher ordered to the students to analyze and write down their comments or

questions whilst video was played. The researcher though that the groups consisted of

four members in the discussion were not effective. The situation of the class was in

the language laboratory, so the group discussion did not work well. The researcher

would change into peer to peer. One group consisted two students. Only one student

gave Point of Information (POI), so the researcher and observer agreed to make

regulation. The students were obliged to give two POIs and received one POI

minimally. The passing grade (KKM) was 72. The target of the passing grade was

85%, but only 36.36% from the students could reach the target. The students did not

achieve the target of the passing grade in the pre-test and post-test of cycle 1.

Therefore, the researcher would conduct the cycle 2 to achieve the target of the

passing grade.

2. Cycle 2

a. Planning

The researcher planed back cycle 2. The teacher would show video about the

students‟ performance in the debate. The teacher gave clue while video was played.

The students needed to evaluate themselves or their friends. They could write down

their comment after the video had done. They could deliver their comments about the

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Vol. 9, No. 2, 2016

video. Therefore, the students could evaluate themselves from the video. The

feedback could be from the teacher or class feedback. The researcher changed the

PowerPoint Presentation material about POI. Before the students started the

discussion about POI, the teacher would divide the students into some groups. Each

group consisted two members. The researcher gave PowerPoint Presentation about

POI to reinforce the students how to deliver and receive the POI.


The cycle 2 started from 28 April, 3 and 5 May 2016. The cycle 2 divided into

three parts. The first part, the researcher conducted pre-test on 28 April 2016. The

motion was “This house believes social networking increases social problems among

teenagers”. Before the teacher suggested giving main utterance than supporting

utterance, some students used it. It illustrated below:

Question : Do you agree or disagree with the motion?

The student : I disagree with our motion today. I will give three point of

view from first from teenagers, second from advance

technology, and third from manner of teenagers.

Therefore, the researcher concluded that the students used their method in

debate when they answered the question. It made the listener easy to catch their ideas,

and it made the students easy to deliver their ideas.

The second part, the researcher conducted treatment. On 3 May 2016, the

researcher and observer came to the class. The teacher and students prayed together.

The teacher checked attendance list of students. The teacher played the students‟

debate practice video that took from previous meeting. The students observed the

video and prepared their question about the British Parliamentary Debate. The

students wrote down their comment or question in a piece of paper. The teacher

played video. Sometimes, the teacher paused the video and gave the clue from video.

The video finished. Some students gave question to the teacher. The teacher

distributed the materials and showed the slides. Before the teacher explained the

materials, the students discussed the materials. The teacher discussed and explained

the material about POI. The teacher found a motion from Debate Assistant, and the

motion was “This house believes that Facebook is a reflection of urban loneliness”.

The students started case building. After case building, they started the debate and

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used the Android application. At the end, the teacher gave feedback, verbal, and

motivation for the students.

The third part, the researcher conducted post-test on 5 May 2016. The motion

was “This house believes the internet brings more harm than good”. The

pronunciation problem of the written word of /student/ was difficult to be corrected by

the teacher. One student were difficult to pronounce /„stju:dnt/, and he said /setaden/.

The teacher reminded him to say /„stju:dnt/, but he could not change him habit. He

was less practice to speak English. On the other hand, his friends who said /setanden/

in the cycle 1 tried to pronounce /„stju:dnt/. When they used code switching or mixing

– Indonesia and English –, the students decreased their intensity, for example: …

some pelajaran … Oh, I mean some lesson …

c. Observation



students. First, the result of the teacher‟s observational checklist, the teacher fixed

some problems in the cycle 1. The teacher reminded the students about previous

lesson. The method of the teacher was scientific approach to teach his students. It was

same with the cycle 1. The teacher paused the video, and he gave the clue of the

video. When the teacher opened question section, the students were enthusiast to give

comments and questions. In the discussion, the students also gave questions about

POI. At the end, the teacher forgot to give the next motion.

Second, the result of the students‟ observational checklist, the students watched

the video, and they analyzed and took a note. After they watched the video, the

teacher gave opportunities to give question. The students gave comment and question

about their performance. The teacher distributed handouts about POI, and the students

had discussion with their group. When the students practiced the British

Parliamentary Debate, some of the students still read their notes while they were

delivering their ideas. In the debate, the debater allowed to use note. However, the

score of manner would be decrease by the adjudicators. The debaters tried to give

POI, but it was given over the limited times.

d. Reflection

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The cycle 2 had done well. The teacher fixed some problems in the cycle 1. The

teacher forgot to give the next motion at the end of the lesson. The teacher needed to

read again the lesson plan before he taught in the class. When the students practiced

the British Parliamentary Debate, some of the students still read their notes while they

were delivering their ideas. The perceptions of the audiences and adjudicators thought

that the debaters‟ speaking proficiencies were powerless. Therefore, the score of

manner would be decreased by the adjudicators. In the debate, the debater allowed to

use note. The teacher could give suggestion to the students to make key word in their

notes. Therefore, the students did not read all arguments from their notes. The

debaters tried to give POI, but it was given over the limited times. The debaters had

15 seconds maximally to give POI. One debater could give more than one POI.

Something bad happened in the cycle 2. The video recorded when the students

practiced debate was corrupted. It could not be played, evaluated, and shared with the

students. From 85% target of the passing grade, 72.73% from the students achieved

the target. Therefore, the students did not achieve the target in cycle 2, and the

researcher would continue to achieve the target in cycle 3.

3. Cycle 3

a. Planning

The materials of the cycle 3 were difference. The video was the international

debate competition “SWC Debate Final Round Part 5”. The title of PowerPoint

Presentation was “Basic Debating Skills”. It was about manner, matter, and method.

The observer suggested encouraging students to be confident with their idea, so

the students were less to read their notes. They could speak their idea without using

the note. The researcher thought that the students could make keyword on their notes

because the regulation did not avoid the debater to use a note. Therefore, the teacher

did not only give the motivation but also give the solution.

The students forgot that they had limited time to deliver POI. The teacher

needed to remind the students about the regulation before the debate started. The

researcher prepared two cameras to solve the video problems. Therefore, he got

complete the data.


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The cycle 2 started from 12 and 26 May, and 9 July 2016. This cycle divided

into three parts. The first part, the researcher conducted pre-test on 12 May 2016. The

motion was “This house would ban beauty contests”. The students quoted some fact

from online newspaper and it made their arguments stronger, for example: From

Kompas.com, in Sweden, Vera Natali suicide because she does not win in the beauty

contest. The students divided their arguments into some points, for example:

Question : What are the bad effects of beauty contests?

The student : I will peel the bad effects of beauty contest from two point of

view of human right and social.

The second part, the researcher conducted treatment. On 26 May 2016, the

researcher and observer came to the class. The teacher started class. The teacher

explained the topic of the materials. They learned about matter, manner, and method.

Before they learned matter, manner, and method, the teacher reminded previous

materials. The teacher gave questions, and the students answered. The teacher played

video about the real debate competition. The students needed to observe about the

style and the method to deliver arguments from the video. The students needed to give

commentary about it. The teacher played video. Sometimes, the teacher paused the

video and gave the clue from video. The teacher gave clue about the video. When the

video finished, the students started to give question and comment about the video.

The teacher distributed the handouts and showed the slides. The students discussed

the material with their partner. The teacher discussed and explained the material about

matter, manner, and method. The teacher launched the motion about “This house

believes that the beauty industry does more harm than good” The students started case

building. After case building, they started the debate and used the Android

application. At the end, the teacher gave feedback, verbal, and motivation for the

students.

The third part, the researcher conducted post-test on 5 May 2016. The motion

was “This house would ban cosmetic surgery”. In the last cycle, the students

decreased to use code mixing or switching – Indonesia and English –, and they

practiced to speak English without mixed. The students were difficult to pronounce

the written word of /surgery/. Some students said /surgery/. The correct pronunciation

is /‟sɝːdʒrɪ/. The teacher gave the feedback to say /‟sɝːdʒrɪ/, but the students were still

http://idebate.org/node/18080

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Vol. 9, No. 2, 2016

difficult to say it. They were consistent to divide their arguments in to some points.

They brought their style in the debate when they answered the questions. To prove

their arguments, some students quoted the fact from online newspaper. Therefore,

they delivered one argument, and they proved the argument with examples. Then,

they continued their arguments. Some students used jokes, and it was like on the

debate. They used jokes to make the audience interesting with their arguments. To

increase their speaking proficiency, the students needed to add their vocabularies, to

practice pronunciations, and to practice grammatical accuracy. However, the students

were significant improve their speaking skills from cycle 1, cycle 2, and Cycle 3.

c. Observation



students. First, the result of the teacher‟s observational checklist, the teacher forgot to

check attendance list when the class started. However, the teacher checked attendance

list at the end of the class. When the teacher reminded previous material, the students

forgot the previous material about POI. When the teacher gave clue, the students

started reminding the materials. Before the debate started, the teacher reminded to the

students about the rules how to deliver and receive POIs. Then, the teacher reminded

times to give POI only 15 seconds. The teacher mentioned to the students to make

short POI.

Second, the result of the students‟ observational checklist, the students said that

they were difficult to get the message from the video. However, the teacher paused

the video and gave short explanation. Therefore, the students could presume the

message. Actually, from the video, the students needed to analysis how the debater

delivered his arguments and his style. When the students practiced debate, POI was

given by the debaters. However, the debaters were still in doubt to deliver it. Several

of them did not give POIs.

d. Reflection

From the cycle 1 until cycle 3, some of the students did not give POIs because

they were confused and afraid to give POIs. Actually, in one team, the debaters could

share their POIs with their partners. The debaters wrote down their POIs in sticky

note, and they shared it with their partners. However, some of the students did not

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use this opportunity. The passing grade (KKM) was 72, and the target was 85%.

90.91% of the students could pass the passing grade. The result of the post-test in

cycle 3 was more than the target of the passing grade. Therefore, the students

achieved the target of the passing grade, so the researcher stopped the study until

cycle 3.

Improvement of Teaching British Parliamentary Debate through Android Application,

Video, and PowerPoint Presentation at English Debate Club in SMK N2 to Improve the

Students’ Speaking Skills

In this study, the researcher and observer elaborated to collect scores of the students.

Then, the researcher calculated the scores from the researcher and observer.

1. Cycle 1

Table 2 Count of Passing Grade of Pre-test in Cycle 1

Criteria Grade Presentation

>72 1 9.09%

72 0 0.00%

<72 10 90.91%

Total 11 100.00%

From the data, the researcher knew that only one student could pass the passing grade

(KKM) in the pre-test in cycle 1. The passing grade of English lesson in SMK N 2

Salatiga was 72. The target presentation of passing grade was 85%. Therefore, the target

presentation of passing grade was not achieved.

Table 3 Grade of Passing Grade of Post-test in Cycle 1


>72 4 36.36%

72 0 0.00%

<72 7 63.64%

Total 11 100.00%

From the data, there was improvement from the pre-test. The presentation of passing

grade of pre-test was 9.09%, and the passing grade in post-test was 36.36%. However, the

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target presentation of passing grade was 85%. Therefore, the target presentation of

passing grade was not achieved in cycle 1. The researcher would conduct the cycle 2.

= 3.15

√

√

√

= 3.15

= 1

T-test was 1. It used the significant level of 5% and t-table with (N-1) = 10 was

2.23. From the data, the researcher could conclude that the score of t-test was lower than

t-table. Therefore, there was little significant improvement of the study.

2. Cycle 2

Table 4 Grade of Passing Grade of Pre-test in Cycle 2


>72 5 45.45%

72 0 0.00%

<72 6 54.55%

Total 11 100.00%

From the data, there was little improvement from the post-test in cycle 1. From 4

students, the students who could pass the passing grade was 5 students in the pre-test of

cycle 2. From the post-test in cycle 1, 36.36% of students could pass the passing grade. In

the pre-test of cycle 2, the students who could pass the passing grade was 45.45%.



>72 8 72.73%

72 0 0.00%

<72 3 27.27%

Total 11 100.00%

In post-test of cycle 2, there were 8 students who could achieve the passing grade.

Therefore, it was 72.73%. It improved from pre-test of cycle 2. The presentation of

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students in pre-test of cycle 2 who could achieve the passing grade was 45.45%.

However, the target of the passing grade was 85%. Therefore, the researcher would

conduct the cycle 3 to achieve the target.

= 1.31

√

√

√

= 1.31

= 1

From the data in cycle 2, the researcher could conclude that t-test was 1, and t-table

with (N-1) = 10 was 2.23. The significant level was 5%. Therefore, the score of t-test was

lower than t-table. There was little significant improvement of the study.

3. Cycle 3

Table 6 Grade of Passing Grade of Pre-test in Cycle 3


>72 8 72.73%

72 1 9.09%

<72 2 18.18%

Total 11 100.00%

In the pre-test of cycle 3, 9 students could pass the passing grade. 72.73% students got more

than 72, and one student got 72. Therefore, the total of the students who could pass the

passing grade was 81.82%. It closed the target of the passing grade.



>72 9 81.82%

72 1 9.09%

<72 1 9.09%

Total 11 100.00%

The target of the passing grade was 85%. The result was more than the target of the passing

grade. The result of post-test in the cycle 3 was 90.91%. 10 students could pass the passing

grade. It increased from pre-test of cycle 3. There were 9 students. The target of the passing

grade achieved by the students. Therefore, the researcher stopped the study until cycle 3.

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Vol. 9, No. 2, 2016

= 0.82

√

√

√

= 0.32

= 2.56

From the data in cycle 3, the score of t-test was 2.56. The significant level was 5%

to t-table. The score of t-table with (N-1) = 10 was 2.23. The result was 2.56 > 2.23. The

researcher could conclude that the score of t-test was higher than t-table. The significant

difference of the study was 0.33. After the researcher repeated the cycles until three

times, the researcher could conclude that teaching British Parliamentary Debate through

Android application, video, and PowerPoint Presentation at English Debate Club in SMK

N2 improved the students‟ speaking skills. Therefore, there was a significant difference

between pre- and post-test mean in cycle 3. It meant that teaching British Parliamentary

Debate through Android application, video, and PowerPoint Presentation influenced the

students‟ speaking skill.

CONCLUSIONS

Implementation of Teaching British Parliamentary Debate through Android Application,

Video, and PowerPoint Presentation

From this study, the researcher could conclude that the implementation of teaching

British Parliamentary Debate through Android application, video, and PowerPoint

Presentation at EDC in SMK was successful. The researcher got the information from cycle

1, cycle 2, and cycle 3.

The researcher analyzed the speaking proficiency of the students, and they increased

their speaking proficiency from cycle 1 until cycle 3. The fluency of students increased from

their practice in the class. In the cycle 1, none of the students delivered their arguments with

systematic ways. In cycle 2 until cycle 3, they divided their arguments into some points. They

used main utterance into supporting utterance. In the supporting utterance, they gave real

example from their arguments. Therefore, the speaking proficiency of the students increased

from time to time.

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Vol. 9, No. 2, 2016

Improvement of Teaching British Parliamentary Debate through Android Application, Video,

and PowerPoint Presentation at English Debate Club in SMK N2 to Improve the Students’

Speaking Skills

From the data, the researcher can conclude that there is significance improvement

teaching British Parliamentary Debate through Android application, video, and PowerPoint

Presentation at EDC in SMK N 2 Salatiga. The researcher can prove it from data in cycle 1,

cycle 2, and cycle 3. The passing grade of this study is 72. The target is 85% from 11 students

who join in the study.

In the cycle 1, mean of the pre-test is 68.34. On the other hand, mean of the post-test

is 71.49. Mean post-test is higher than pre-test. Therefore, there is significance improvement.

The significant level is 5% in this study. The result of t-test is 1, and t-table is 2.23. T-test is

lower than t-table. Therefore, there is little significant improvement of the study. The

presentation of passing grade of pre-test is 9.09%, and it increases in post-test. The

presentation of post-test is 36.36%. However, the target is not achieved by the students.

Therefore, the researcher conducts the cycle 2.



However, t-test was 1, and t-table is 2.23. T-test is lower than t-table. Therefore, there is little

significant improvement of the study. The presentation of passing grade of pre-test is 45.45%,

and it increases in post-test. The presentation of post-test is 72.73%. However, the target is

not achieved by the students. Therefore, the researcher conducts the cycle 3.



The significant level is 5% in this study, and t-table with (N-1) is 2.23. The result of t-test is

2.56. T-test is higher than t-table. Therefore, there is significant improvement of teaching

British Parliamentary Debate through Android application, video, and PowerPoint

Presentation at English Debate Club in SMK N2 to improve the students‟ speaking skills. The

presentation of passing grade of pre-test is 85%, and it increases in post-test. The presentation

of post-test is 90.91%. Therefore, the target is achieved by the students. The presentation of

the post-test is over the target 85%. Therefore, the researcher stops the study until cycle 3.

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Vol. 9, No. 2, 2016

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INDEX

http://fctl.ucf.edu/TeachingAndLearningResources/Technology/PowerPoint/index.php

http://fctl.ucf.edu/TeachingAndLearningResources/Technology/PowerPoint/index.php

REGISTER JOURNAL, Language & Language Teaching Journals

Vol. 10, No. 1, 2017, pp.1-15

167

Audio and Video, 37

British Parliamentary Debate, 104

Computer Game, 32

Debate, 96

Digital Environments, 79

Digital Technologies, 81

Digital World, 81

Ergodic, 1, 2, 5, 9, 12, 15

Free Mobile Platform, 98

Information and Communication Technology, 31

Listening, 18

Mobile-Based Language Learning, 81

Pronunciation, 100

Puppet, 65

Puppet Media, 62, 64, 66, 67, 68, 69, 70, 71, 72, 75

Research and Development, 33

Scriptons, 2

Teaching English, 31

The Intertextonic, 8

The Spelling of Words, 25

Vocabulary, 32

Young Learner, 31